Материалдар / TOP STARS 3-сынып оқулығы бойынша 3-тоқсан ҚМЖ жинағы

TOP STARS 3-сынып оқулығы бойынша 3-тоқсан ҚМЖ жинағы

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Top Stars. 3 rd grade

III – TERM

Unit: 5		MY FREE TIME
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		MY FREE TIME: I Can Do This!
Learning objective (s)		3.1.4.2 understand simple descriptions of people, actions, and objects with visual support 3.2.3.1 respond to basic questions with single words or short responses; 3.5.1.13 use can/ can’t to describe ability;
Lesson objectives		identify the different actions practice asking and answering about ability use can / can’t to describe ability
Plan
Stages of the lesson	Teacher’s activities				Students’ activities		Assessment	Resources
Greeting	Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?
Warm-up	Miming the actions: Pretend you are dancing and say, dance. Get Ss to repeat the word and mime the action at the same time. Do the same with the rest of the verbs (talk and fly). Hold up each flashcard, say the corresponding word and get Ss to repeat.				Students repeat the word and mime the action at the same time.			Flashcards
Presentation Practice Ending the lesson	Activity 1. Recognizing vocabulary. Students recognize simple action verbs. Students watch a video presentation. DEMONSTRATION Students recognise with support a limited range of basic common personal questions. Have Ss look at the pictures in the vocabulary section. Play the recording a few times, and have Ss point to the corresponding pictures and repeat.				S tudents recognize simple action verbs.		Oral Assessment	What Can You? https://youtu.be/qI7nYvVXudo?si=rUAjP16oH-lLXYVz
	Grammar Presentation; can / can’t Teacher models the usage of “He/ She can…” to talk about ability through presentation and demonstration with learners at the front of the class. Teacher uses flashcards and asks ‘Can’ questions to elicit answers about different abilities: Yes, I / he/ she/they can No, I / he/ she/they can’t.				Students follow the instructions		Self- Assessment	Worksheet http://en.islcollective.com/worksheets/worksheet_page?id=12848
	Activity2. SPEAKING Teacher gives learners worksheets with images of different abilities [common verbs - ride a bike, swim, write name etc.] Learners tick what they can do and put a cross against what they can’t do. Pupils walk around the class sharing worksheets with different learners. She can swim. He can’t ride a bike. They can run.				Students use can / can’t to describe ability.		Oral Assessment	Handouts
	Activity3. Recognition exercise. Teacher makes a list of challenges learners will find fun to try and do: crossing eyes, raising one eyebrow, separating fingers, hopping on one leg five times etc.				Students respond to basic supported questions.		Peer Assessment	Flashcards
	FORMAIVE ASSESSMENT. “Don’t break the chain.” Invite the Ss to come to the front of the classroom and sit in a circle on the floor. Sit in the circle with them. Explain to Ss that you are going to say a sentence with one of the action verbs presented in this lesson and can or can't. The S sitting to your right has to say what you said and a new sentence with a different action verb in the same manner. The next S has to say the sentences you and the S to your right said, as well as his/her own sentence. The S who forgets a sentence or doesn’t remember the exact order of the sentences is out of the game. The last Ss to remain in the game are the winners. Descriptor: A learner: describe abilities looking at the pictures with a partner asks and answers questions pronounces words and expressions clearly				Students say a sentence with one of the action verbs presented in this lesson and can or can't.		Group Assessment	Action verbs Handouts
Feedback	Self-Assessment: ☺ I really understood this idea… ☺ I have a few questions about… before ☺ I can say I understand
Homework	WORKBOOK: Activity 1 and 2
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?			Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support			-through questioning and the redirecting of questioning in feedback activities -through observation in group and end performance activities -through formative task			-White board and video is used no more than 10 minutes -Use water based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION			Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 5		MY FREE TIME
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		Reading: Amazing Animals.
Learning objective (s)		3.1.4.2 understand simple descriptions of people, actions, and objects with visual support 3.3.3.2 find out the main points in short simple descriptions with visual support; 3.4.1.1 spell accurately a few high-frequency words;
Lesson objectives		identify the actions by descriptions of people, actions, and objects recognize the meaning of the text about amazing animals pronounce familiar words and expressions intelligibly
Plan
Stages of the lesson	Teacher’s activities				Students’ activities		Assessment	Resources
Greeting	Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?
Warm-up	Phonetic exercises: A super cat. My cat can sing, my cat can walk, My cat can watch TV. My cat can do so many things And it can play with me! My cat can't play computer games And can't sit on my bed. But all in all. But all in all It is a super cat				Students watch the video, listen to the teacher and repeat			The Greetings Song https://youtu.be/gVIFEVLzP4o?si=VypoJQbxXGm0H2Pp
Presentation Practice Ending the lesson	Activity 1. Recognizing vocabulary. Pupils watch a video. Teacher uses different groups of learners in front of the class and gives them different: “Can you do this?” challenges. DEMONSTRATION Students respond to basic questions. Teacher: Watch and listen to a video presentation and tick on the worksheet what you can do and put a cross what you can’t do. Answer the questions: What can you do? What can’t you do				Students recognize simple action verbs.		Oral Assessment	What can you do? https://youtu.be/Moa4nWZJSdk?si=xBVzZeQB4xIbJKxj
	Activity2. Listen and read. Draw Ss' attention to the photos, and ask them what they can see (a cat and a dog dancing, an elephant dancing and swimming and a bird). Read the title and explain to Ss what amazing means. Ask Ss to explain why these animals are considered amazing. Play the recording, and ask Ss to point to the corresponding pictures. Play the recording again, and encourage Ss to shadow read (read along with the recording). Play the recording a third time, and pause after each sentence for Ss to repeat Choose a few Ss to read the texts aloud. Pupils sing a song « Can an elephant fly » and watch animation.				Key: 1. What's the cat’s name? (Kitty.) 2. Are Kitty and Daz friends? (Yes, they are.). 3. What animal is Raja? (It’s an elephant.). 4. What can Raja do? (Swim and dance.), Which animal can’t swim? (Blacky, the bird.).		Self-Assessment Oral Assessment	Textbook Flashcards Can an elephant fly http://www.youtube. com/watch?v=GA6dKNsl6zk
	Activity 3.. Read activity 2 again and tick (4) what they can do. Draw Ss’ attention to the activity and explain to Ss that they have t refer to activity 2 and put a () for the actions the animals can do.				KEY: Kitty and Daz: dance Raja: dance, swim Blacky: fly, talk		Self- Assessment	CD
	Activity 4. Read and circle Explain to Ss that they have to read the sentences and circle can or can’t.				KEY: 1. can’t 2. can’t 3. can 4. can		Oral Assessment	Flashcards www.kids-pages.com
	Activity 5 A Guessing game. Explain to Ss that they have to read the sentences, refer to the Super Animals cards and complete the gaps with can or can't. Explain to Ss that the five stars next to the verbs indicate that the animal can do the action while the dash indicates it can't. Then divide Ss into pairs and explain to them that they have to take turns choosing one of the super animals (without revealing which one to their partners) and saying sentences about what it can/ can’t do in order for their partners to guess which super animal it is. Ask different pairs of Ss to play the game in front of the class. Descriptor: A learner: identify the actions verbs chooses the words correctly; pronounce familiar words and expressions intelligibly				Students work in pairs and take turns to choose one of the super animals (without revealing which one to their partners) and say sentences about what it can/ can’t do in order for their partners to guess which super animal it is.		Peer Assessment	Animal Flashcards Handouts
Feedback	Reflection: ! I am excited about… : I’d like to learn more about… ? a questions I have is…
Homework	WORKBOOK: Activity 3 and 4
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?			Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support			-through questioning and the redirecting of questioning in feedback activities -through observation in group and end performance activities -through formative task			-White board and video is used no more than 10 minutes -Use water based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION			Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 5		MY FREE TIME
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		BEST FRIENDS My toys and sports. I like…..
Learning objective (s)		3.2.2.1 use isolated words and basic expressions to provide personal information; 3.3.5.1 read short, illustrated fiction and non-fiction stories written in very simple language using a dictionary. 3.5.1.16 use let’s + verb, verbs go/like + verb + ing.
Lesson objectives		talk about free-time activities and likes practice making suggestions use let’s + verb, verbs go/like + verb + ing.
Plan
Stages of the lesson	Teacher’s activities				Students’ activities		Assessment	Resources
Greeting	Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?
Warm-up	Brainstorming. What sport can you do?; I can..., but I can't...; Can you...?; Yes, I can. / No, I can't. What do you need to...?; To... I need... Example: I can play tennis. To play tennis I need a racket, a ball and trainers.				Students answer the questions		Verbal Assessment	Sport Flashcards
Presentation Practice Ending the lesson	Activity 1. Conveying the meaning of new words. Have Ss look at the pictures in the vocabulary section. Play the recording a few times, and have Ss point to the corresponding pictures and repeat. Say the word/phrases again in random order and have Ss point and repeat. Activity 2. Look at the pictures and answer: What do the children and Zippy like doing? Then listen and read. Draw Ss’ attention to the presentation and ask them where they think the children are (at the beach). Read the question in the rubric and explain it. Ask Ss to look at the second and third frames and say what the children and Zippy like doing. (Mia likes windsurfing. Tom and Leo like sailing. Zippy likes swimming.) Ask Ss to tell you what they think is happening in the story. Grammar Presentation: Point out that we use go + verb + ing to talk about some activities. Use like + verb + ing to talk about an action we like doing. Point out that one-syllable verbs ending in a vowel and a consonant double the consonant when –ing is added, e.g. swim - swimming. Activity 3. Look up the words in a dictionary and find their meanings Draw Ss’ attention to the two words and read them aloud. Instruct Ss to use their dictionaries to look up the meanings of the words. Activity 4. Read activity 2 and match Draw Ss' attention to the activity and explain that they have to refer to activity 2 and match the children to the activities. Have Ss compare their answers in pairs first, and then check as a class. Formative Assessment Divide Ss into pairs and explain that Ss have to choose one of the two places they like from the pictures and take turns saying the corresponding sentences using the prompts on the cards. Have Ss write the corresponding sentences about themselves in the space provided. Descriptor: A learner: talks about free-time activities and likes makes suggestions to the partner uses let’s + verb, verbs go/like + verb + ing describes the place using the prompts				Students sing a song. KEY: The children are at a fantastic beach. Mia says she likes windsurfing, Tom invites Leo to go sailing and Zippy chooses to go swimming…. Students follow the instructions Key: great with Key: 1. b 2. c 3. a Students choose and discuss with your partner. Then write.		Oral Assessment Peer Assessment Oral Assessment Self-Assessment Peer Assessment	The Sport Song https://youtu. be /4FbD3 8Ag70 Y?si=bw 6GEkxA6 TCFwQje Reading Time Textbook Grammar In Tables https://learnengli shkids. britishcouncil.org/ category/grammar/ grammar-infinitive-or-ing Dictionary Handouts. The Place I like…
Feedback	Self-Assessment: I Like…… Stick the flashcards for go sailing, go windsurfing, go skiing, go snowboarding on the board and have Ss come up, one by one, point to a flashcard, talk about it using I like… and make the corresponding suggestion, e.g. I like going sailing. Let’s go sailing
Homework	WORKBOOK: Activity 1 and 2
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?			Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support			-through questioning and the redirecting of questioning in feedback activities -through observation in group and end performance activities -through formative task			-White board and video are used no more than 10 minutes -Use water-based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson
REFLECTION			Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 5		MY FREE TIME
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		OUR WORLD: Toys and Sports Around the World
Learning objective (s)		3.1.4.1 understand basic personal questions; 3.2.3.2 make basic requests related to immediate personal needs 3.5.1.5 use with considerable support basic determiners a, an, the to identify things;
Lesson objectives		practice talking about toys and sports talk about everyday activities and possession use basic determiners a, an, the to identify things
Plan
Stages of the lesson	Teacher’s activities				Students’ activities		Assessment	Resources
Greeting	Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?
Warm-up Presentation Practice Ending the lesson Feedback	Free Talk. Hold up the ball, say the corresponding word and get Ss to repeat. Repeat the same procedure with the doll and the toy car. Point to something orange, say the colour and get Ss to repeat. Repeat the same procedure with the colour pink. Mime playing basketball and football, say the corresponding words and get Ss to guess the sports and repeat.				Students guess the sports and repeat.		Verbal Assessment	Guess the Sport https://youtu. be/1q Y4uCrcZkI?s i=njldD0Q AfTGfJV5x
	Activity1. Conveying the meaning of new words • Have Ss look at the pictures in the vocabulary section. Play the recording a few times and have Ss point to the corresponding pictures and repeat. • Say the words again in random order and have Ss point and repeat.				Students look at the pictures in the vocabulary and repeat		Oral Assessment	Sport Flashcard Textbook
	Activity2. Listen and read. Then answer: What toys have you got? Tell Ss to look at the flags next to the children and tell you if they recognise the countries they represent (Kazakhstan, Serbia, the UK). Pair work. Asking and answering questions. What has the girl got? Has it got a hat? What have the girls got? What colour is it? When does the boy play football in the park with his friends? Why don’t they play basketball?				Key; A doll. Yes, it has. It has got an orange hat. A ball. It’s pink, green and white. On Sundays. Because they don't like it.		Peer Assessment	Textbook Pictures Key Words
	Activity 3. Read and circle Explain to Ss that they have to read the sentences, refer to activity 2, and circle the correct option. Have Ss compare their answers in pairs first, then check as a class. Grammar Presentation: Point out that we use a/an with singular nouns. Stress the an and ask Ss to guess when we use an instead of a. Elicit that we use the indefinite article an with words that begin with a vowel sound (a, e, i, o, u). We use the indefinite article a with words that begin with a consonant sound. Playing A Game. Guess the toy/sport Divide Ss into groups of four. Ask each S to come to the front of the classroom and mime playing a sport or with a toy, e.g. playing with a ball/doll/car, playing basketball/ football. The other Ss have to guess the toy/ sport. The group that guesses correctly first, gets a point. Groups continue in the same manner until all Ss have had a turn. Activity 5. Read and write a / an / the. Explain to Ss that they have to read the sentences and complete the gaps with a, an or the. Have Ss compare their answers in pairs first, then check as a class. Formative Assessment. Choose. Then ask and answer Divide Ss into pairs. Explain to them that they have to take turns choosing a toy from the shelves in the picture while the other S asks questions about how often he/she plays with it. Choose a few pairs of Ss to act out the exchange to the class. Descriptor: A learner: talks about his/her toys and sports identifies a, an, the selects an appropriate answer				KEY 1. ball 2. white 3. doll 4. an orange 5. brother 6. Sundays Students follow the instruction Key: a, The an, The Pair works. Asking and answering questions.		Self- Assessment Group Assessment Peer Assessment	CD Handouts Grammar In Tables Flashcards Handouts Pictures
	P air / Share. Tell the person next to you 2 (3,4…) things you have learned today, then the group’s report out.
Homework	WORKBOOK: Activity 2 and 3
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?			Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support			-through questioning and the redirecting of questioning in feedback activities -through observation in group and end performance activities -through formative task			-White board and video are used no more than 10 minutes -Use water-based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION			Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 5		MY FREE TIME
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		PLAY AND WRITE: My toys and sports. I like….
Learning objective (s)		3.1.2.1 recognise familiar words with visual support; 3.5.1.10 use common present simple forms contractions on a limited range of familiar topics; 3.5.1.13 use can/ can’t to describe ability;
Lesson objectives		introduce action verbs and sports practice asking and answering questions about ability / lack of ability / habitual actions use common present simple forms and can/ can’t to describe ability;
Plan
Stages of the lesson	Teacher’s activities				Students’ activities		Assessment	Resources
Greeting	Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?
Warm-up Presentation Practice Ending the lesson Refection	P honetic Drill:				Students read and repeat the rhyme about the sport.			Cards
	Activity 1. Presentation Vocabulary. Have Ss look at the pictures in the vocabulary section. Play the recording a few times, and have Ss point to the corresponding pictures and repeat. Activity 2. Play. Divide Ss into pairs, and explain to them that SA chooses a person in the picture, but does not reveal whom to SB. SA describes the person he/she has chosen to SB, as in the example. SB has to guess who the person SA has chosen is. Fast finishers • Ask Ss to choose two or three people in the activity and write down sentences about them in their notebooks Playing A Game. Can you jump? This is a variation of the game Simon says. Ask Ss questions, using Can you…? and encourage them to mime the action. The Ss must not perform the action if it isn’t preceded by words Can you…? e.g. If you say Can you run? Ss have to pretend they are running. If you say Run, Ss must not perform the action. If a S does so, he/she is out of the game. The last S remaining in the game wins. The winner can ask the questions in the next game Descriptor: A learner: chooses the right answer. asks and answers the questions use can /can’t correctly				Students read through the examples and draw the attention to the words in bold. SA describes the person he/she has chosen to SB, as in the example. SB has to guess who the person SA has chosen is. .		Verbal Assessment Peer Assessment Self- Assessment	Action Verbs Song https://youtu. be/ozG4PFFP5 A?si=bvMK bpk1dbVN-9Is Handouts Worksheets https://www.teach-this.com/general-activities-worksheets/sports
	Reflection. I learned new words. Everything was clear. I can say what I can I do.
Homework	WORKBOOK: Activity 1 and 2
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?			Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support			-through questioning and the redirecting of questioning in feedback activities -through observation in group and end performance activities -through formative task			-White board and video are used no more than 10 minutes -Use water-based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION			Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 5		Our Health
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		PROJECT WORK: What can I do?
Learning objective (s)		3.3.1.2 identify and read separate sounds (phonemes) within words, which may be represented by more than one letter; 3.4.3.1 create a poster or write a postcard, using words and simple phrases; 3.4.5.1 apply basic rules of punctuation (use capital letters, full stops, and question marks). 3.5.1.13 use can/ can’t to describe ability;
Lesson objectives		practise the pronunciation of short vowel sounds i /í/ and o /ɒ/. write about what one can/can't do and what one likes
Plan
Stages of the lesson	Teacher’s activities				Students’ activities		Assessment	Resources
Greeting	Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?
Warm-up Presentation Practice	Brainstorming. Stick the flashcards from the previous lesson on the board. Point to each one and ask Ss to say the corresponding words.				Open Answer.			Flashcards
	Activity 1. Listen and repeat Write the letter i (in red) and o (in blue) on the board. Under the letter i write the sound /í / (in red) and the words six, big, fish. Under the letter o, write the sound /ɒ/ : doll and dog. Say the words aloud a few times and get Ss to repeat after you. Draw Ss’ attention to the phrase practising the two sounds in the Student's Book.				Students look at the words and listen and repeat short vowel sounds i /í/ and o /ɒ/.		Verbal Assessment	Transcription of words Pictures
	Activity 2. Listen and read. Draw Ss' attention to the pictures, and ask them to say what the boy can and can’t do (he can dance, he can sing, he can’t paint), what he likes (he likes snowboarding and he likes playing volleyball). Play the recording, and have Ss follow in their books. Choose a few Ss to read the text aloud.						Peer Assessment	Yes, I Can! \| Animal Song For Children https://youtu.be/ _Ir0Mc6Qilo?si =ylsnuu3vy4 qdI_k6
	Writing Tip. Read the Writing tip again and write the question What do you like? Point out to Ss that we always use a question mark (?) at the end of questions and an exclamation mark (!) at the end of an exclamatory sentence to show strong feelings, e.g. I like snowboarding!				Key: question mark (?) at the end of a question. e.g. What can you do? an exclamation mark (!) at the end of a sentence to show strong feelings. e.g. I like snowboarding!		Self- Assessment	Writing Tips
Ending the lesson	Formative assessment. Do a project. Explain to Ss that they have to write about what they can and can’t do, what they like doing and when they do it. Then they have to draw or stick pictures of the activities they do.				Students write about what they can and can’t do		Descriptor: A learner: writes about what they can and can’t do pronounces words and expressions clearly uses can/ can’t correctly presents information clearly
Reflection	Self-assessment. Ask each S a question with: Do you like…? e.g. Do you like dancing? And encourage Ss to answer.						Good bye song https://www.youtube. com/watch?v= Xcws7UWWDEs
Homework	WORKBOOK: Activity 1 and 2
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?			Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support			-through questioning and the redirecting of questioning in feedback activities -through observation in group and end performance activities -through formative task			-White board and video are used no more than 10 minutes -Use water-based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION			Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 5		MY FREE TIME
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		CLIL 5: Kite Flying
Learning objective (s)		3.1.2.1 recognise familiar words with visual support; 3.3.5.1 read short, illustrated fiction and non-fiction stories written in very simple language using a dictionary
Lesson objectives		recognise names of verbs with visual support and use words correctly read the descriptions and circle the pictures provide Ss with cross-curricular information on social studies
Plan
Stages of the lesson	Teacher’s activities					Students’ activities	Assessment	Resources
Greeting	Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?
Warm-up Presentation Practice Ending the lesson	Start thinking. Mime eating a sandwich and say, eat. Mime drinking something and say, drink. Mime dancing to music, and say, music. Hold up each flashcard, say the corresponding word and get Ss to repeat.					Open answer		Flashcards
	Activity 1. Listen, point and say. Have Ss look at the pictures in the vocabulary section. Play the recording a few times and have Ss point to the corresponding pictures and repeat. Say the words again in random order and have Ss point and repeat. Activity2. Listen and read. Then answer: Is there a kite festival in Kazakhstan? D irect Ss’ attention to the pictures of the kite festival and ask them if they like kites, if they have a kite and what colour it is. Play the recording, and ask Ss to point to the corresponding pictures. Read the rubric and ask Ss the question. Elicit Ss' answers of whether there is a kite festival in Kazakhstan. Initiate a short discussion. Activity 3. Asking and answering questions. Why do people like flying kites? How many kite festivals are there every year in Brisbane, Australia? What can you do there Activity 4. What can you do at the festival? Look and circle. • Look at the activity 3 and the photos 1-6. Explain to Ss that they have to read the text in activity 2 again and then circle what you can do at the festival. • Have Ss compare their answers in pairs first, then check as a class.					Students look at the pictures and repeat the corresponding words. KEY 1. Because it’s fun. 2. Two. 3. You can fly your own kite or buy a kite. You can also eat, drink and listen to music. Key: Photos 1, 4, 5 and 6 should be circled.	Verbal assessment Oral assessment	Handouts CD This Is The Way We Fly A Kite Nursery Rhymes https://youtu.be/ f8zmL3aLNAU?si= bsNUnNO HwnoUHgeU Key Words Textbook
	Formative Assessment . Speak and Present. My favourite place. Ask Ss to present the photos of their favourite places to the class. Tell Ss to use the vocabulary and structures they have been presented with in the module so far. Have Ss vote for the best place presented by their classmates Descriptor: A learner: uses appropriate subject-specific vocabulary while speaking. presents his/her information to the class. completes sentences with right phrases.					Students present the photos of their favourite places to the class.	Self-Assessment	Pictures Handouts
Reflection	Self-reflection. Most ……. thing Ask students what was the most, e.g., useful, interesting, surprising, etc. thing they learned today.					Own opinion	Self-assessment
Homework	WORKBOOK: Activity 2 and 3
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?		Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support			-through questioning and the redirecting of questioning in feedback activities -through observation in group and end performance activities -through formative task		-White board and video are used no more than 10 minutes -Use water-based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION			Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 5		MY FREE TIME
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		Unit revision 5. Summative Assessment for the unit 5
Learning objective (s)		spell accurately a few high-frequency words; 3.4.5.1 apply basic rules of punctuation (use capital letters, full stops, and question marks)
Lesson objectives		revise and consolidate vocabulary and structures presented in previous lessons apply the sentences with question and exclamation marks
Plan
Stages of the lesson	Teacher’s activities				Students’ activities		Assessment	Resources
Greeting	Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?
Warm-up Practice Ending the lesson	Revision of Vocabulary. Stick some of the flashcards from previous lessons in the module on the board (3-4 flashcards each time). Tell Ss to memorise them. Ask Ss to close their eyes, and hide one of the flashcards. When Ss open their eyes, they must try to remember which one is missing				Students memorise flashcards from previous lessons in the module on the board.			Flashcards
	Activity 1. Read, look and complete. Then listen and sing Tell Ss to read the song, look at the pictures and complete it with the words in the box. Play the song and check Ss' answers. Play the song again and encourage Ss to sing along.				KEY 1.sing 2. paint 3. run 4. jump		Verbal assessment
	Activity 2. Read and circle. Explain to Ss that they have to read the sentences and circle the correct words. Activity 3.Read and correct the sentences. Add a full stop (.) or a question mark (?). Explain to Ss that they have to read the sentences and correct them. Then they have to add a full stop or a question mark. i play basketball on Saturdays. do they like swimming he can’t run. let’s play football.				KEY 1. can’t 2. doesn’t 3.an 4.don’t 5. swimming 6. The Key: I Do He Let's.		Self- Assessment	Worksheets Handouts
Reflection	Students give feedback to each other. This might be done in oral form. Students reflect on their learning: What has been learned What remained unclear What is necessary to work
Homework	WORKBOOK: Activity 2 and 3
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?			Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support			-through questioning and the redirecting of questioning in feedback activities -through observation in group and end performance activities -through formative task			-White board and video are used no more than 10 minutes -Use water-based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION			Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 5		MY FREE TIME
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		CULTURE PAGE 3: ASYK a traditional game from Kazakhstan!
Learning objective (s)		3.1.2.1 recognise familiar words with visual support; 3.3.3.1 understand short, simple instructions used in familiar everyday contexts; 3.3.3.2 find out the main points in short simple descriptions with visual support;
Lesson objectives		recognize and use vocabulary relating to the games identify the main ideas of the text about the game listen and read for pleasure about a traditional game played in Kazakhstan
Plan
Stages of the lesson	Teacher’s activities				Students’ activities		Assessment	Resources
Greeting	Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?
Warm-up Presentation Practice Ending the lesson	Talk in pairs. What games do you play with your friends? Which is your favourite game and why?				Open answers
	Activity1. Conveying the meaning of new words. Listen, point and say. Have Ss look at the pictures in the vocabulary section. Play the recording a few times, and have Ss point to the corresponding pictures and repeat. Say the words again in random order and have Ss point and repeat. Activity2. Listen and read. Then answer: Is ASYK fun? Direct Ss’ attention to the pictures and ask them what they depict. Explain to Ss that they are going to listen to a text about the game. Point out that they have to listen to the recording, and follow along in their books. Read the rubric and ask Ss if they have ever played this game and if they think it's fun. Play the recording again and encourage Ss to shadow read (read along with the recording). Pair work. Asking and answering questions. Do people play the game in winter? What are the asyks? What must you try to do?				Students look at the pictures in the vocabulary and repeat Asyk, a traditional game in Kazakhstan. KEY: 1. No, they don’t. 2. Parts from the bones of a sheep. 3. Hit asyks out of the circle.		Verbal assessment Self-Assessment Peer Assessment	Flashcards Cd Key Words Handouts
	Activity 3.Answering true/false questions. Direct Ss’ attention to the activity and explain to Ss that they have to read the text again and write T for True or F for False. Have Ss compare their answers in pairs first, then check as a class. Descriptor: A learner: answers peer’s questions. identifies sentences as True and False selects an appropriate answer				KEY: 1. F 2. F 3. T 4. F		Peer Assessment	Handouts
Feedback	Reflection Students share opinions if they liked/disliked the lesson by putting their thumbs up/down and explaining the reasons using simple language.						Own opinion
Homework	Project work.
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?			Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support			-through questioning and the redirecting of questioning in feedback activities -through observation in group and end performance activities -through formative task			-White board and video are used no more than 10 minutes -Use water-based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION			Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 6		HEALTH
Teacher’s name:
Date:
Class:		Number present:			Number absent:
Theme of the lesson		HEALTH: Body parts
Learning objective (s)		3.1.2.1 recognise familiar words with visual support; 3.1.4.2 understand simple descriptions of people, actions, and objects with visual support. 3.2.3.1 respond to basic questions with single words or short responses;
Lesson objectives		recognize key words about health express characteristics of people/things identify and talk about parts of the face and body
Plan
Stages of the lesson	Teacher’s activities					Students’ activities	Assessment	Resources
Greeting	Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?
Warm-up Presentation Practice Ending the lesson	Free Talk. Listening. Listen to a song and ask kids to name the body parts. This checks their knowledge from last year (assessment for learning). Basing on the knowledge, teacher may plan further activities.					Students listen to a song and name the body parts		http://www.youtube.com/watch?v=7y_TUJy2TY8
	Activity 1. Conveying the meaning of new words. Have Ss look at the pictures in the vocabulary section. Play the recording a few times, and have Ss point to the corresponding pictures and repeat. Say the words again in random order and have Ss point and repeat. Activity2. Listening for specific information. Listen to the song one more time to listen for details and complete the missing letters ON THE CARDS. For the moment, learners have to be able to name and write alphabetically, so they will be able to complete it. Final singing of the song. Sing along with movements.					KEY: Fingers, toes, eyes, nose, arms, legs, hair, head, feet	Verbal Assessment	The Body Parts https://en.islcollective.com/english-esl-worksheets/search/body+parts Handouts Worksheets
	Playing the Beetle Game. Playing beetle game. You throw the dice and according to the number of dots kids draw parts of the beetle body parts. Start with body and head. Do not forget to ask them to name the body parts. Play this game on the board asking kids to draw parts in turn. You need to have 1 big dice. Go back to the cards and ask kids to write down the names of body parts there and cut them out. As soon as they cut them, assign partners and explain how to play a game for memory.					Students play this game on the board asking kids to draw parts in turn	Peer Assessment	Dices and Marker Same cards
	Activity3.Draw, colour and say. Explain the activity. Ask the pupils to read and complete the sentences. Check the pupils’ answers. The pupils then read the sentences and complete the face of the teddy bear. Go around the classroom providing any necessary help. Write the following on the board: It’s got. Explain its meaning. Ask the pupils to come to the front and present their completed drawing.					Students read and complete the sentences, then read the sentences and complete the face of the teddy bear.	Mutual Assessment	Handouts Face of the Teddy Bear Template
Feedback	Draw a simple sketch of a teddy bear on the board. Point to it and say: I’m a very funny teddy bear. Then show two fingers, point to your eyes and say: I’ve got two eyes. Follow the same procedure to present the rest of the song. Play the CD.
Homework	WORKBOOK: Activity 1 and 2
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?	Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support			-through questioning and the redirecting of questioning in feedback activities -through observation in group and end performance activities -through formative task	-White board and video are used no more than 10 minutes -Use water-based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION			Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 6		Health
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		Reading: What Ηave You Got?
Learning objective (s)		3.3.3.1 understand short, simple instructions used in familiar everyday contexts; 3.3.5.1 read short, illustrated fiction and non-fiction stories written in very simple language using a dictionary. 3.5.1.11 use has got/ have got; there is/are in a limited range of familiar topics.
Lesson objectives
Plan
Stages of the lesson	Teacher’s activities					Students’ activities	Assessment	Resources
Greeting	Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?
Warm-up Presentation Practice Ending the lesson Reflection	Spell out the words. Teacher gathers learners into a circle and spells out the words and learners try to guess. Eg. Teacher spells H-A-N-D and learners should say HAND							Card ‘Body Parts’
	Activity1. Recognition exercise. Students are given 2 different worksheets to work. Students work in pairs and given one picture of a man with mistake learners should find out it and say to the teacher. Every pair should guess 7 men’s mistake (every text with a man should be given separately to every pair). Activity2. Setting the description In pairs kids describe each other picture of their monster without showing pictures to each other. Then compare the pictures. Listen and monitor them working. Correct immediately if you hear mistake. Instruct in sentences. Grammar Presentation. DEMONSTRATION The teacher asks THE STUDENTS: Have you got two eyes? Yes, I have. Have you got three ears? No, I haven’t Has he/she got (blue) eyes? Yes, he/she has. Has he/she got green hair? No, he/she hasn’t. The rest of the class repeat after you. The teacher asks students to repeat the sentences after the announcer in order to practice pronunciation. It is important to draw pupils’ when we use the question Have you got...? to ask about characteristics of people/things. ASSESSMENT: Pupils describe toys Playing online game. Taking turns learners come up to the teacher’s computer to press the correct word. The whole class meanwhile, write the words in their copybooks with the teacher’s help.					Students match the words with the pictures. Students work in pairs to guess men’s mistake Students draw the monster at home and describe it in sentences Students follow the instructions	Oral Assessment Verbal Assessment	Pictures Worksheets https://learnengl ishkids.british council.org/en/ word-games/parts-the-body-1 Online games
	Activity4. Get Writing. Teach learners to construct sentence by the sample: I use my _____ to _____. You may play a song (from lesson 1) to revise the structure or just drill sentences on your choice. Writing: Learners use their cards to make sentences randomly. If there is time complete the worksheet for body parts or clown colouring. Activity 5. Read and write have / has / haven’t / hasn’t • Have Ss read and complete the questions and the answers. Formative Assessment. Choose, ask and answer Work in pairs to describe the picture Choose a monster from the ones in the activity. Guess which monster SB has chosen, by asking questions. Use the grammatical structures Have you got…? Yes, I have. / No, I haven’t Descriptor: A learner: uses appropriate subject-specific vocabulary to describe the picture asks a variety of questions in order to get useful information uses the grammatical structures Have you got…? Yes, I have					Students use their cards to make sentences randomly. If there is time complete the worksheet for body parts or clown colouring. KEY: 1. Have, have 2. Has, has 3. Have, haven't 4. Has, hasn't Students work in pairs or groups to guess.	Verbal Assessment Self- Assessment Peer Assessment Group Assessment	Pictures Handouts
	Feedback: Teacher gives feedback for students. This might be done in oral form.
Homework	WORKBOOK: Activity 2 and 3
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?		Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support			-through questioning and the redirecting of questioning in feedback activities -through observation in group and end performance activities -through formative task		-White board and video are used no more than 10 minutes -Use water-based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION			Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 6		HEALTH
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		BEST FRIENDS: Healthy food?
Learning objective (s)		3.2.3.1 respond to basic questions with single words or short responses; 3.3.3.2 find out the main points in short simple descriptions with visual support; 3.5.1.7 use demonstrative pronouns this, these, that, and those to indicate things in closed questions with support;
Lesson objectives		practice talking about habitual actions identify food and the benefits of eating healthy meals refer to objects/people that are near us or at a distance from us
Plan
Stages of the lesson	Teacher’s activities				Students’ activities	Assessment	Resources
Greeting	Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?
Warm-up Presentation Practice Ending the lesson	Food Game. Once learners are familiar with the vocabulary, play a game. For example, stick the flashcards on the board. Put your class into two teams and call out sentences about the food you like, e.g. ‘I like pizza and chips.’ One child from each team runs out to the board to touch the correct items. This game works well played with fly-swatters!				Students play the game		Food Flashcards
	Activity1. Vocabulary practice. Have Ss look at the pictures in the vocabulary section. Play the recording a few times, and have Ss point to the corresponding pictures and repeat. Say the words again in random order and have Ss point and repeat.				Students study groups of food.	Oral Assessment	Food Flashcards https://learnen britishcouncil. org/print-make/flashcards /food-flashcards
	Activity2. ‘My Healthy Lunch’ Display the template by projecting it onto the board or via an interactive whiteboard. Alternatively, draw the template on the board. Students copy the template into their notebooks. Explain that they are going to play a dice game and that it is important that the numbers 1-6 are written on their templates. Point to each number and ask learners to give some examples of what could be eaten or drunk for each one. They should suggest food and drink which they are familiar with. Ask learners to tell you if their suggestions are healthy or not. Depending on their level, some learners may need to use their L1 for this.				Here is an example: apple banana carrots peas chicken beans bread rice water juice yoghurt ice cream	Peer Assessment
	Activity3. ‘Sing a song. Chocolate-cake. The song ‘Chocolate cake’ is very good for practising rhythms, and has food and drink vocabulary for a meal. Play the song and encourage your learners to clap or tap along to the rhythm of the song. After listening, ask your learners to put their hands up if they like the ingredients of the meal, in order to introduce the question form ‘Do you like …?’or “Do you eat…?”, “Yes, I do. / No, I don’t” Is chocolate cake the most popular? Encourage the learners to ask you the same questions! Elicit the answer that we use this for things that are close to us, whereas we use that for things that are further away. Remind Ss that these is used to refer to more than one object that is near us, and those is used to refer to more than one object that is further away from us. Activity 6. Read and Circle. Explain to Ss that they have to read the sentences and circle the correct option. Have Ss compare their answers in pairs first, then check as a class. Formative Assessment. Food survey. Draw a table on the board with seven columns. Stick the flashcards for chicken, egg, salad, fish, rice, meat and soup at the top of each column Divide Ss into groups of three. Tell the Ss to assign one member of their group the task of copying the table in his/her notebook. Ask and answer questions about what they eat. SA asks SB and SC questions, using e.g. Do you eat (chicken)? for each food item that ppears in the table. The other two students have to answer Yes, I do. No, I don't. SA puts a (✔) under the food items SB and SC like, or an (✘) under the food items SB and SC don't like. When Ss have finished asking and answering, ask each group to report their results to the class. Then announce the class results e.g. Sixteen students eat chicken. Descriptor: A learner: works in pairs or groups identifies eating healthy food asks and answers the questions by structure				Structures: Do we (eat salad) every day? Yes, you do. / No, you don’t. Do you (eat eggs) every day? Yes, we do. / No, we don’t. Do they (eat fish) on (Saturdays)? Yes, they do. / No, they don’t. This/That is an egg. These/Those are eggs Key: 1. These 2. That Students ask and answer the questions to complete the survey.	Oral Assessment Self-Assessment Group Assessment	Chocolate-cake https://learnengli shkids. britishcouncil. org/listen-watch/songs/ chocolate-cake Handouts. Food survey Table
Reflection	Self-assessment. Pass out the worksheet: My Plate Healthy Food. Instruct students to create a healthy food with the list of ingredients provided the guidelines of My Plate.
Homework	WORKBOOK: Activity 1 and 2
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?		Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support			-through questioning and the redirecting of questioning in feedback activities -through observation in group and end performance activities -through formative task		-White board and video are used no more than 10 minutes -Use water-based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION			Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 6		HEALTH
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		OUR WORLD: What’s your favourite food?
Learning objective (s)		3.1.2.1 recognise familiar words with visual support; 3.2.3.1 respond to basic questions with single words or short responses: 3.5.1.1 use singular and plural nouns, including some common irregular plural forms and high-frequency uncountable nouns;
Lesson objectives		identify food and talk about their favourite foods recognize new words with the help of images practice asking and answering about countable and uncountable noun
Plan
Stages of the lesson	Teacher’s activities				Students’ activities		Assessment	Resources
Greeting	Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?
Warm-up Presentation Practice Ending the lesson Reflection	Start thinking. Answering questions. What’s your favorite food? What’s in it? When do you eat it?				Suggested answer: My favorite food is.. You make …with...		Verbal Assessment	Food Flashcards
	Activity1.Vocabulary practice. "Vocabulary matching" Give each learner a piece of paper with different pictures of food. They cut out the pictures and glue them next to the appropriate word in their vocabularies. Differentiation by support: Less able learners work with teachers` assistance.				Students match the pictures.		Peer Assessment	Worksheets
	Activity2.Listen and read. Then answer: What’s your favourite food? Draw Ss' attention to the photos, and ask them what they can see (two boys and different types of food). Ask Ss to look at the two flags and say if they recognise each country (Kazakhstan and Mexico). Play the recording again, and encourage Ss to shadow read (read along with the recording).				Students listen and read. Then answer: What’s your favourite food?		Self Assessment	CD Dialogue
	Grammar Presentation: Countable and Uncountable nouns. Countable nouns are the nouns which have got a plural form. Say, apple – apples and have Ss repeat after you. Uncountable nouns are the nouns which only have form. Say, cheese and have Ss repeat after you. Say, There isn’t rice in burritos. There aren’t beans in beshbarmak. Write the sentences on the board and underline the structures There isn’t and There aren’t. Explain that There isn't/aren't means something or somebody is not present or doesn't exist. Activity3. What’s in the soup? Listen and tick (4). Students are suggested to complete exercise worksheet: What’s in the soup? Listen and tick (4). Physical Training: Ph. Training let’s do exercise with me “hands up , hands down” Formative Assessment. On my table, there is… Write different kinds of food on the board, e.g. apples, cheese, eggs, chicken, meat, noodles, beans, rice, soup. Ask each S to draw a table and some items of food on it on a piece of paper. Divide Ss into pairs. Explain to them that they have to take turn telling each other what is on their table, using there is/isn't and there are/aren't. Have a few pairs of Ss present their drawings at the front of the class. Descriptor: A learner: identifies food talks about his/her favourite food uses new words in speech asks and answers questions about countable and uncountable noun				KEY Say, apple – apples and have Ss repeat. Say, cheese and have Ss repeat. There isn’t and There aren’t. Key: The following should be ticked: beans, rice, chicken Students present their drawings at the front of the class.		Verbal Assessment Self-Assessment	Do You Like Broccoli Ice Cream? \| Food Song for Kids! \| Super Simple Songs https://youtu.be/frN3nvhIHUk?si=1CanYHj74fenfZmQ Handouts CD Drawings Cards
	Self-Assessment (W) Check students understanding by asking the following…. 1) What food words do you remember? Sign a song
Homework	WORKBOOK: Activity 1 and 2
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?			Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support			-through questioning and the redirecting of questioning in feedback activities -through observation in group and end performance activities -through formative task			-White board and video are used no more than 10 minutes -Use water-based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION			Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 6		HEALTH
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		PLAY AND WRITE: My Favourite Food
Learning objective (s)		3.2.4.1 provide simple descriptions of people, and objects. 3.3.3.1 understand short, simple instructions used in familiar everyday contexts; 3.4.2.2 use words and short simple phrases to complete a written text at a sentence level;
Lesson objectives		identify food practice talking about one's appearance, free-time activities and favourite food use words and short simple phrases to complete a written text
Plan
Stages of the lesson	Teacher’s activities				Students’ activities		Assessment	Resources
Greeting	Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?
Warm-up Presentation Practice Ending the lesson Reflection	Predicting and Guessing. Ask students: Explain to Ss that you are going to ask each one a question about the items of food on the board and they have to answer accordingly, e.g. Are there (beans)? Encourage the S to answer, Yes, there are. / No, there aren’t. accordingly				Students ask and answer questions			Food Flashcards
	Activity1.Presentation vocabulary related to Food Have Ss look at the pictures in the vocabulary section. Play the recording a few times, and have Ss point to the corresponding pictures and repeat. Say the words again in random order and have Ss point and repeat.				Students look at the pictures and repeat the words		Verbal Assessment	Food Flashcards
	Activity2. Picture Description. Tick (4) about yourself. Then say. Direct Ss’ attention to the three tables in the activity and ask them to have to put a tick in the boxes depending on their physical appearance in the first table (colour of eyes, length of hair), the game/sport they play in the second table and their favourite food in the third table. Then they have to present the information about themselves to their partner.				KEY: I‛ve got brown eyes and short hair. I play football. My favourite food is pizza.		Self-Assessment	Pictures of Food https://learneng lishteens. britishcouncil. org/sites/teens /files/my_ favourite_ meal_-_exercises _4.pdf
	Sing a song. The Food Song. The song ‘The Food Song is very good for practising rhythms, and has food and drink vocabulary for a meal. Play the song and encourage your learners to clap or tap along to the rhythm of the song. After listening, ask your learners to put their hands up if they like the ingredients of the meal, in order to introduce the question form ‘Do you like …?’ . Formative Assessment. PAIR OR SMALL GROUP WORK. Have the students get into small groups of 3-4. Give each student time to draw his/her favorite food, or a food to bring to the potluck, and write information about it. Have students first exchange stories with a partner and then with the rest of the group. Descriptor: A learner: uses new vocabulary correctly completes the task with proper nouns writes information about favourite food				Students sing a song Students draw his/her favourite food, or a food to bring to the potluck, and write information about it		Oral Assessment Self-assessment	“The Food Song https://youtu.be/cab ZLpTaJ2E?si=D _nUrt2QT5O vQEvY Handouts
	FEEDBACK Students reflect on their learning: What has been learned What remained unclear What is necessary to work on						Self assessment.
Homework	WORKBOOK: Activity 1 and 2
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?			Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support			-through questioning and the redirecting of questioning in feedback activities -through observation in group and end performance activities -through formative task			-White board and video are used no more than 10 minutes -Use water-based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION			Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 6		HEALTH
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		PROJECT WORK: What”s in my fridge?
Learning objective (s)		3.2.4.1 provide simple descriptions of people, and objects. 3.3.1.2 identify and read separate sounds (phonemes) within words, which may be represented by more than one letter; 3.4.4.1 link ideas with and, but
Lesson objectives		practice talking about one's appearance, free-time activities and favourite food practise the pronunciation of the digraphs ch /ʧ/ and sh /ʃ/ link ideas with and, but
Plan
Stages of the lesson	Teacher’s activities				Students’ activities		Assessment	Resources
Greeting	Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?
Warm-up Presentation Practice Ending the lesson	Brainstorming. Review My Plate and tips for healthy eating. Ask students to recall an example of a food from each food group				Open Answer
	Activity1. Revision Stick some of the flashcards (cheese, carrots, potatoes, noodles, beans, onions, sauce) from the previous lesson on the board. Explain to Ss that you are going to ask each one a question about the items of food on the board and they have to answer accordingly, e.g. Are there (beans)? Encourage the S to answer, Yes, there are. / No, there aren’t. accordingly. Make sure all Ss have had a chance to participate. Activity 2. Listening transcript. Write the consonant digraphs ch and sh on the board. Under the digraphs, write the different sounds they make, /tʃ/ (in red below ch) and /ʃ/ (in blue below sh). Activity 3. Listen and read. Ask them questions related to the food items seen in the picture. For example, point to the apples and ask, Are there apples in the fridge? (Yes, there are.), etc. Elicit answers. Play the recording and have Ss follow along in their books. Ask Ss some questions about the text, How many apples are there in the fridge? (Six.), Is there soup in the fridge? (No, there isn’t.), Are there burgers in the fridge? (No, there aren’t.), How many eggs are there in the fridge? (Ten.) Playing A Game “Trolley dash’ Students play the ‘Trolley dash’ game with them – a fun game where you have to race around the shop to get all the items on your shopping list. Learners will enjoy playing this in teams.				Students ask each one a question about the items of food on the board and they have to answer accordingly, e.g. Are there (beans)? Students practice the pronunciation KEY: We use and to talk about the same ideas. e.g. There’s chicken and fish in my fridge. We use but to talk about different ideas. e.g. There aren’t burgers, but there are eggs		Oral assessment Self-assessment Peer Assessment	Key words Handouts Writing Tips Playing A Game “Trolley dash’
	Formative Assessment Activity 4. Speak. Work in pairs. Draw Ss’ attention to the picture the two children, and explain to Ss that the girl is asking the boy about his project. Explain to Ss that they are going to do a project. Explain to Ss that they have to complete the sentences about what is in their fridge. When they have completed the sentences, they have to draw pictures of the items in their fridge. When Ss have finished, have them present their projects to the rest of the class. Then divide Ss into pairs and have them ask and answer questions about the items in their fridge, as in the example Descriptor: A learner: talks about favourite food asks and answers questions about the items pronounce Key Words clearly links ideas with and, but				Students do a project to complete the sentences about what is in their fridge.		Peer Assessment	Dialogues Handouts
Reflection	FEEDBACK There smiley faces are on the board. (happy and sad) T. suggests choosing any smiley face. Well what did we do in our lesson?				Ss will choose one and put on their desks.
Homework	WORKBOOK: Activity 2 and 3
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?			Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support			-through questioning and the redirecting of questioning in feedback activities -through observation in group and end performance activities -through formative task			-White board and video are used no more than 10 minutes -Use water-based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION			Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 6

HEALTH

Teacher’s name:

Date:

Class:

Number present:

Number absent:

Theme of the lesson

CLIL 6: My plate

Learning objective (s)

3.2.4.1 provide simple descriptions of people, and objects

3.4.3.1 create a poster or a postcard, using words and simple phrases

Lesson objectives

provide Ss with cross-curricular information on health
identify different groups of food

Plan

Stages of the lesson

Teacher’s activities

Students’ activities

Assessment

Resources

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Warm-up

Presentation

Practice

Ending the lesson

Reflection

Discuss.

Hold up each flashcard, say the corresponding word and get Ss to repeat.
Explain to Ss the terms healthy and unhealthy and invite Ss to tell you items of food that they think are healthy and items of food that they think are unhealthy. Initiate a short class discussion and encourage all of the Ss to participate.

Open

Answer

Oral

Assessment

Food Flashcards

Activity1. Conveying the meaning of new words. Food and Drink.

Have Ss look at the pictures in the vocabulary section. Play the recording a few times, and have Ss point to the corresponding pictures and repeat.
Say the words again in random order and have Ss point and repeat.

KEY

Food: fruit, sweets, vegetables, bread

Drink: milk

Verbal

Assessment

Food and Drinks

https://youtu.be/Nfg BEsqpljA?si=p G1zRTOH2 kVQTn9B

Activity2. Look at the pictures and answer: Is this plate healthy? Then listen and read.

Ask Ss if they think healthy eating is important and why. Encourage Ss to come up with ways to include a healthy diet in their everyday lives (e.g. by eating more fruit and vegetables and fewer sweets or savoury snacks). Initiate a discussion and encourage all Ss to participate.

Students think healthy eating is important and why.

Verbal assessment

Pictures

healthy

food

Activity3. Puzzlemaker.

Give students a puzzle with the food words, e.g. from Puzzlemaker.

Formative Assessment

Make your own healthy plate poster and present it.

Draw Ss’ attention to the girl in activity 3.
Explain to Ss that they have to draw their own healthy plate and then present their poster to the rest of the class.
Once Ss have finished their healthy plates, invite them, one by one, to come to the front of the classroom, and present their posters.

Descriptor:

A learner:

concludes ideas and arguments based on own experience.
gives the right answers
identifies the types of healthy food correctly

KEY

This is my plate. There‛s

fish, bread and cheese.

There are apples

Verbal assessment

Self-assessment

Puzzlemaker.

https://puzzlemaker. discovery education.com/

Handouts

Self-assessment.

Plus	Minus	Interesting

If students liked something at the lesson they put it into the column “plus”, if they didn’t like or were bored during some part of the lesson, they can use the column “minus”, the section “interesting” is for those activities which were interesting during the lesson.

Self

assessment.

Homework

WORKBOOK: Activity 1 and 2

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?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-White board and video are used no more than 10 minutes

-Use water-based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 6		HEALTH
Teacher’s name:
Date:
Class:		Number present:			Number absent:
Theme of the lesson		Unit revision 6 Summative Assessment for the unit6
Learning objective (s)		3.4.1.1 spell accurately a few high-frequency words; 3.4.2.2 use words and short simple phrases to complete a written text at a sentence level; 3.4.4.1 link ideas with and, but; 3.4.5.1 apply basic rules of punctuation (use capital letters, full stops, and question marks).
Lesson objectives		revise and consolidate vocabulary and structures presented in previous lessons use the vocabulary words in their speech and writing exercises
Plan
Stages of the lesson	Teacher’s activities			Students’ activities		Assessment	Resources
Greeting	Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?
Warm-up Practice Ending the lesson Reflection	Start Thinking. Stick some of the flashcards from previous lessons in the module on the board (4-5 flashcards each time). Tell Ss to memorise them. Ask Ss to close their eyes and hide one of the flashcards. When Ss open their eyes, they must try to remember which one is missing/			Students memorise them and try to remember which one is missing/		Oral assessment	Food Flashcards
	Activity 1. Read and write. Explain to Ss that they have to write the words in the box in the correct group. Activity 2. Read and complete. Explain to Ss that they have to complete the sentences with the phrases in the box. Activity 3. Read and correct the sentences. Add a full stop (.) or a question mark (?) Explain to Ss that they have to correct the sentences and then add a full stop or a question mark. 1. have you got blue eyes? 2. there aren’t vegetables in the fridge. 3. she hasn’t got long hair. 4. do you eat meat on Sundays? Activity 4. Read and complete. Write and or but. Explain to Ss that they have to complete the sentences using and or but.			KEY 1. feet 2. chicken 3. potatoes Key: 1. Do you eat 2. Has he got 3. There isn’t 4. Are there Key: 1. Have 2. There 3. She 4. Do Key: 1. and 2. but 3. but 4. an		Oral assessment Verbal assessment	Handouts Handouts
	Matching pictures. Divide Ss into groups of four. Give each group a set of photocopies of the flashcards and word cards for this module's vocabulary, and tell them to shuffle them and place them face down on a desk in two piles. Ss take turns picking a card from each pile. They have to say the item depicted on the flashcard and the word on the word card. If the picture matches the word, they keep both cards and get a point. If the pictures don’t match the words, Ss should try again. The S who has the most flashcards win			Students say the item depicted on the flashcard and the word on the word card. .		Group assessment	Matching pictures.
	" Traffic light" attaches to smileys clip			Students express their attitude to the lesson.		Self assessment.
Homework	WORKBOOK: Activity 3 and 4
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?	Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support		-through questioning and the redirecting of questioning in feedback activities -through observation in group and end performance activities -through formative task	-White board and video are used no more than 10 minutes -Use water-based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION		Answer the most relevant questions to reflect on your lesson Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 6		HEALTH
Teacher’s name:
Date:
Class:		Number present:			Number absent:
Theme of the lesson		STORY 3 (MODULES 5-6): A Day Out
Learning objective (s)		3.1.2.1 recognise familiar words with visual support; 3.3.3.1 understand short, simple instructions used in familiar everyday contexts; 3.3.5.1 read short, illustrated fiction and non-fiction stories written in very simple language using a dictionary.
Lesson objectives		recognize, match and write words and pictures listen to a story and read for pleasure revise and consolidate vocabulary and structures presented in modules 5-6
Plan
Stages of the lesson	Teacher’s activities			Students’ activities			Assessment	Resources
Greeting	Greet students; students respond to greeting and take their places. Hello, boys and girls!
Warm-up	Free Talk. Hold up the flashcards for lake, duck, zoo, bear and see and ask Ss to say different things we can do at a park. • Initiate a class discussion and make sure all Ss have a chance to participate			Own Opinions				Flashcards
Presentation Practice Ending the lesson Feedback	Activity 1. Conveying the meaning of new words. Have Ss look at the pictures in the vocabulary section. Play the recording a few times and have Ss point to the pictures and repeat. Say the words again in random order and have Ss point and repeat.			KEY: lake duck zoo bear see			Verbal Assessment	Handouts
	Activity2. Look and answer: Are Clara and Anna happy? Then listen and read. Before reading. Listen to a story with the title A day out. Tell what they think is happening. (Two girls are spending their day at the park with their mothers.) Draw Ss' attention to the two girls in the first picture and elicit answers. (Yes, they are.) While reading. Play the recording and point to each frame in your book. Ask Ss to check their predictions. (Anna and Clara are at the park. The girls are showing each other the toys they have brought to play and start playing with a ball. When the ball goes near the lake, Clara notices the ducks and fish swimming there. Then at some point the phone rings. Clara’s mum answers it and gives it to Clara. After reading Ask Ss some comprehension questions. Encourage Ss to answer Activity 3. Read activity 2 and tick (√). Explain to Ss that they have to refer to activity 2 and tick (√)) the correct pictures, according to the story. Activity 4. Read and circle Explain to Ss that they have to refer to activity 2, read the sentences and circle the correct option. Formative Assessment. Draw Ss’ attention to the value and read it aloud. Explain it and discuss it with Ss. Then read the questions and elicit answers. • Ask Ss: What do you do with your families at the weekend? Do you go to the park/zoo with your family? Do you go to the park with your friends? Why is it important to spend time with our family and friends? Descriptor: A learner: selects an appropriate answer completes sentences using words uses appropriate subject-specific vocabulary while speaking			KEY Frame 1: It’s a hot day at the park. Anna and Clara show each other the toys they have brought to play. Frame 2: The girls’ ball goes near the lake. Clara notices the ducks swimming in the lake. Frame 3: They are having a picnic when the phone rings. Clara’s mum answers it and gives it to Clara. Frame 4: Kate asks what Clara can see at the park. Clara can see trees and a lake with ducks and fish. Frame 5: Kate is at the zoo. She can see three bears. The little bear can run and jump. Key: Pictures 1 and 4 should be ticked Key: 1. Ducks 2. Three 3. can Students draw attention to the value and read it aloud. They try to explain it and discuss it			Self-assessment Peer assessment Group Assessment Peer assessment	Flashcards Worksheets Handouts CD Handouts Question Tips Value
	Self-reflection. Students attach their boat in the appropriate area of the map that reflects their emotions and mood after the lesson.
Homework	WORKBOOK: Activity 1 and 2
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?			Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support			-through questioning and the redirecting of questioning in feedback activities -through observation in group and end performance activities -through formative task			-White board and video are used no more than 10 minutes -Use water-based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION			Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 6		Health
Teacher’s name:
Date:
Class:		Number present:			Number absent:
Theme of the lesson		Food Pyramid
Learning objective (s)		3.1.4.1 understand basic personal questions 3.2.3.1 respond to basic questions with single words or short responses; 3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
Lesson objectives		name the main vocabulary words; develop his or her ability to express likes and dislikes: complete all worksheets correctly.
Plan
Stages of the lesson	Teacher’s activities			Students’ activities			Assessment	Resources
Greeting	Greet students; students respond to greeting and take their places. Hello, boys and girls!
Warm-up	Discovery activity: Teacher offers students to work with PPT. Teacher shows the PPT and asks questions Do you like beshbarmak? Students reply - Yes I like or No I don’t like			Students answer the questions				Flashcards
Presentation Practice Ending he lesson Feedback	Food Pyramid Introduction. Revise the Food Pyramid.			Students read through the examples and draw their attention to the short questions at the end of the sentences.			Individual Assessment	Tables
	Activity1. Presentation. After workings with PPT students are offered to work with memory cards (will use as a PPT or as an individual cards) to revise words or to learn them, again practice structure Do you like? Physical Training: Students listen to the song Do you like? and practice structure ; Do you like Yes I do/ no I don’t Students are suggested to complete exercise worksheet1 Activity2. Vocabulary practice. "Vocabulary matching" Give each learner a piece of paper with different pictures of food. Differentiation by support: Less able learners work with teachers` assistance. GROUP WORK: Students are divided into 3 small subgroups. Hand out A3 paper with one meal. Each group/pair gets different national food. (Russian, Kazakh, Chinese, American) Differentiation: Less able students get a list of ingredients and pictures to match and then say. Students that are more able get only pictures without words.. Goodbye Song Video https://youtu.be/Xcws7UWWDEs?si= 33zhdm0JomySGZ5d			Students revise words or to learn them, again practice structure Do you like? Students read and match Students cut out the pictures and glue them next to the appropriate word in their vocabularies Students write the ingredients to their meal. Students present their meals.			Oral assessment Peer assessment Self-assessment	Worksheets Handouts Different National Food.
	FEEDBACK Closing Reflection/Self-Assessment & Goodbye Check students understanding by asking the following…. What words from the food pyramid do you remember?						Self-assessment.
Homework	WORKBOOK: Activity 1 and 2
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?			Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support			-through questioning and the redirecting of questioning in feedback activities -through observation in group and end performance activities -through formative task			-White board and video are used no more than 10 minutes -Use water-based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION			Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Жариялаған:

English teacher

09 Қаңтар 2025

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