Материалдар / Top stars Grade 3 term 2

Top stars Grade 3 term 2

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18 Қараша 2024

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Шет тілі Сабақ жоспары 3 сынып

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Top Stars. 3 rd grade

II - TERM

Unit: 3		People I love
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		People I Love: My Family
Learning objective (s)		3.1.2.1 recognise familiar words with visual support; 3.2.3.3 make introductions and requests in basic interaction with others 3.5.1.2 use the verb to be for presenting personal information and describe people and things on a limited range of familiar topics; 3.5.1.4 use common adjectives in descriptions of people and things and simple feelings with support
Lesson objectives		identify family members practice describing people using adjectives ask and answer questions about appearance/feelings
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	Recognition exercise. “Stick figures” Introduce the topic by playing a guessing game. Draw a simple stick picture of a child on the board and label it ‘me’. If necessary, explain that this is a picture of you as a child. Draw a mum and dad (stick figures) next to the child and elicit the words by pointing and saying, “This is my’. Learners hold up their hands to guess. When a learner guesses correctly, write ‘mum’ and ‘dad’. Add other stick figures to represent family members. Ask learners to guess the words and add the labels. If necessary, use flashcards or drawings to revise family words: mum, dad, brother, sister, aunt, uncle, grandma, grandpa, cousin and baby…			Students express opinions and do the task		Verbal Assessment	“Finger Family” Song https://youtu.be /G6k7dChBaJ8? si=SmK BJ4TR-0ep ZxqI
Presentation Practice Ending the lesson Feedback	Conveying the meaning of new words. Family Members. Have Ss look at the pictures in the vocabulary section. Play the recording a few times, and have Ss point to the corresponding picture and repeat. Point out that the pronoun me is given for students to understand that the rest of the family members are in relation to the specific girl. Say the words again in random order and have Ss point and repeat. Actvity1. Listen, point and say. Pupils’ books open. Play the CD. Play the CD again pausing after each word. The students repeat, chorally and/or individually. Refer the students to the picture and explain the activity. Allow the students some time to complete the activity. Activity 2. Listen and read. Draw Ss’ attention to the pictures shown in activity 2, and ask them what they can see (a girl, Alma, showing a drawing of her family to her friend Darina). Explain to Ss that they are going to listen to a dialogue, and they have to follow along in their books and point to the pictures as they hear them. Play the recording, and ask Ss to point to the corresponding pictures. Physical activity. Families Some families are large. (spread arms out wide) Some families are small (bring arms close together) But I love my family (cross arms over chest) best of all! Activity 3. Listen and number (1-3). Explain to Ss that they have to listen to the recording, and number the pictures 1-3. Play the recording twice and check Ss' answers. Listening transcript 1. Boy: I’m not tall. You’re tall. 2. Girl 1: Are you happy? Girl 2: No, I’m not. I’m sad. 3. Girl 1: Who’s that? Girl 2: It’s my sister, Lina. Grammar box. Draw Ss’ attention to the grammar box, read the questions and short answers and have Ss repeat them after you. Explain to Ss how we form the questions and the short answers of the verb be. Use the family photos you brought. Pick up a photo of one of your family members and ask, Who’s that? Then answer, It’s my (father) Activity4.Read and complete with am/is/are/isn't /aren't Have Ss read and complete the questions/answers/sentence. Formative Assessment. Draw your family. Read the question and the answers in the activity and have Ss point and repeat. Divide Ss into pairs, and explain that they have to draw one of their family members on a piece of paper. Then they have to take turns asking and answering questions about them, as in the example Have pairs of Ss come up to the front of the class, present their drawings and practise the exchanges. Descriptor: A learner: uses of adjectives correctly -1 asks and answers questions with grammar accuracy -1 initiates a short dialogue -1			Students repeat, chorally and/or individually. Students listen, point to the pictures and repeat the words. Suggested questions: 1. Is Alma’s mum happy? (Yes she is.) 2. Is Alma’s dad tall? (Yes, he is.) 3. Is Alma’s brother happy? (No, he isn’t. He’s sad.) 4. Why? (Because he dropped his ice cream.) Keys: a. 2 b. 3 c. 1 Structure: Who’s that? It’s my (father). Are you (happy)? Yes, I am. / No, I ‘m not. Keys: 1. Are, am 2. Is, isn't 3. is 4. Are, aren't Students and explain that they have to draw one of their family members on a piece of paper.		Oral Assessment Self- Assessment Verbal Assessment Self- assessment Peer Assessment	Flashcards https://learnenglish kids.britishcouncil. org/printmake/flash cards/family-flashcards My Family Poster CD Handouts CD Handouts Flashcards Worksheets Pictures
	Self-reflection. Students mime an adjective and say the corresponding sentence, e.g. I'm sad….
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 min 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: 3		PEOPLE I LOVE
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		Best Friends: My Friends
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; 3.5.1.11 use has got/ have got; there is/are in a limited range of familiar topics.
Lesson objectives		talk about possession and characteristics of people/things practice describing objects and giving orders apply the sentences have got; there is/are in accordance with the structure.
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	Brainstorming. Funny face. Hold up the pair of glasses and say, glasses. Hold up the big object you have brought to class and say, It’s big and have Ss repeat after you. Repeat the same procedure for the rest of the adjectives with the rest of the realia brought to class. Make a funny face and say, I’m funny. Have Ss make a funny face too and repeat the sentence. Alternatively, hold up each flashcard, say the corresponding word and get Ss to repeat				O pen answers			Handouts
Presentation Practice Ending the lesson Feedback	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.				Students say the words again in random order and point and repeat.		Self- Assessment	CD
	Activity2. Look at the pictures and answer: What do the children find in the box? Then listen and read. Look at frame 2 and answer the question. (They find four pairs of virtual reality glasses in the box.) Ask them to tell you what they think is happening. (Leo, Mia and Tom find a box in their school playground. They decide to open it. Inside they find virtual reality glasses, a pair for each of them including Zippy. Initiate a discussion with Ss by asking them some questions about the story. Have four Ss read the dialogue aloud to the class. Activity 3. Look up the words in a dictionary and find their meanings. Draw Ss’ attention to the three words and read them aloud. Instruct Ss to use their dictionaries to look up the meanings of the words. Activity 4. Read activity 2 again and circle the correct answer. Draw Ss’ attention to the activity and explain to Ss that they have to refer to activity 2 and circle the correct answers. Have Ss check their answers in pairs first, then check as a class.				KEY 1. Where do the children find the box? (In their school playground) 3. What’s in the box? (Virtual reality glasses.) KEY: 1. glasses 2. No, they aren’t. 3. Yes, they are		Oral Assessment Self- Assessment	CD Pictures Dictionary Worksheets
	Grammar box. Ask Ss when we use the question Have you got...? Ss the answers Yes, I have. / No, I haven’t. Put a pen on your desk, point to it and say, There is a pen on my desk. There isn’t a pencil. There aren’t three pens. Object pronoun me uses to talk about oneself and it to talk about an object or animal. Object pronouns (me, it) are used after verbs or after prepositions in the place of nouns. Activity 6. Read and circle. Have Ss read the sentences and circle the correct option. Have Ss compare their answers in pairs first, then check as a class. Formative Assessment. Draw Ss’ attention to the table and explain that first, they have to look at the pictures and tick (✔) the corresponding boxes in the first row according to what items they have got. Divide Ss into groups of three, and explain that they have to take turns asking and answering questions in order to complete the table Fast finishers Ask Ss to write sentences about themselves, e.g. I have got a book, a pencil and a rubber Descriptor: A learner: makes a short interview asks and answers the questions using “ Have you got ….? correctly uses the topic related vocabulary				Students look at the pictures and answer the questions Key: 1. it 2. me Students work in groups of three, answer the questions about themselves and then interview with friends.		Self- assessment Group assessment	https://youtu.be/ 8lrtTd-JfG8?si=SU 8t9k1WO NUsYn1 Pictures Tables Worksheet with images and character names
							.
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 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: 3		PEOPLE I LOVE
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		Our World: My Friends
Learning objective (s)		3.1.2.1 recognise familiar words with visual support; 3.3.2.2 deduce the meaning of a word in a picture or icon on a limited range of topics; 3.5.1.11 use has got/ have got; there is/are in a limited range of familiar topics.
Lesson objectives		talk about appearance practice describing the people using new vocabulary apply the sentences has got in accordance with the structure.
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	Identifying the title. Game “Heads down, thumbs up”. Kids are sitting at their tables. Three kids say: “Heads down, thumbs up, close your eyes!” Three kids touch and fold thumbs of three classmates. After that they say: “Heads up, open your eyes!” Kids open eyes and guess who touched them, “ This is Ann .” ( Show at the card Ann) If the kid is right he/she changes places with the kid who touched him or her. ( Cards of names are on the table)				Students repeat and point to other classmates who have got long hair		Verbal Assessment	Pictures
Presentation Practice Ending the lesson Feedback	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.				Students look at the pictures and read through the list of words and do the matching.		Peer Assessment	Handouts CD
	Activity2. Look at the pictures and say what the texts are about. Then listen and read. Draw Ss’ attention to the pictures and ask them what they see (three children and a cat). Read the rubric and explain it to Ss. Elicit Ss' answers. ( The texts are about Aruzhan's friends.) Play the recording, and ask Ss to point to the corresponding pictures. Activity 3. Read activity 2 again and tick (4) a or b. Explain to Ss that they have to refer to activity 2 and tick (✔) the correct sentence for every person/animal. • Have Ss compare their answers in pairs first, then check as a class. Grammar box. DEMONSTRATION Teacher introduces toys. I have got a toy box. I have got a toy girl. Teacher demonstrates: He has got/She has got…. She is a ballerina. She has got blue eyes. She has got fair hair. ASSESSMENT: Pupils describe toys. The teacher asks pupils to repeat the sentences after the announcer in order to practice pronunciation. It is important to draw pupils’ attention to she/he/it and explain that the verb has is always used with these pronouns. Activity 4. Listen and number (1-4). Tell Ss that they are going to listen to four descriptions of children and they have to number the pictures 1-4, according to what they hear. Point out that number 1 is an example. Play the recording twice and have Ss do the activity. Have Ss compare their answers in pairs first, then check as a class. Now let’s play a game! Describe a person in turns and get a score for every right answer! This activity also can be done as a team work. The group is divided into two subgroups. All the pupils make their examples and the teacher corrects if it is necessary. This can be a very challenging task. You may start your sentences with these examples. The teacher may write these examples on the board to make it easy. Formative Assessment. Divide Ss into pairs. Explain to them that they have to choose one of their classmates and describe him/her mentioning the colour of his/her eyes and if he/she has got long or short hair. Divide Ss into pairs or small groups and tell them to take turns describing the classmate they have chosen. Choose a few Ss to describe their classmates to the class. Fast finishers Ask Ss to write a few sentences about the classmate they have chosen in their notebooks, e.g. This is Tina. She has got brown eyes. She has got long hair. She hasn’t got short hair. Descriptor: A learner: describes the classmate uses has got correctly write a few sentences about the classmate				KEY: 1. Has Emma got long hair? (Yes, she has.) 2. Has she got green eyes? (No, she hasn’t She has got brown eyes.) Key: 1.b 2. b 3. A Key. First picture: 1 Second. picture: 3 Third picture: 4 Fourth picture: 2 Key. She has ....... hair and ………..eyes. He has ……. hair and ……. eyes. Key. 1. have 2. has 3. Have 4. has		Peer assessment Self-assessment Oral assessment Self-assessment Peer assessment	Worksheets Textbook “Have got/ has got” Song https://youtu.be /NQvm9j1xs Gk?si=-TktM3lTW KlJnGJu CD Tables Worksheets
	Self- Assessment. Have Ss point to one of their classmates and say a sentence about him/her using He/She has got…
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: 3		PEOPLE I LOVE
Teacher’s name:
Date:
Class:		Number present:			Number absent:
Theme of the lesson		Play and Write: What do they do on Monday?
Learning objective (s)		3.1.3.1 understand a range of short classroom instructions; 3.3.2.2 deduce the meaning of a word in a picture or icon on a limited range of topics: 3.3.3.1 understand short, simple instructions used in familiar everyday contexts. 3.5.1.10 use common present simple forms and contractions on a limited range of familiar topics;
Lesson objectives		learn to ask for and tell the time practice talking about everyday activities introduce the days of the week use the present simple tense to talk about daily routines and different times of the day
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	Picture Description. Draw a clock on the board and tell Ss that they are going to learn how to tell the time on the hour. Draw the hands of the clock to show three o’clock. Explain that the small hand tells us the hour, whereas the big hand tells us the minutes. When the big hand points to twelve, it means that the time is exactly on the hour the small hand is pointing to.			Students listen to the teacher and repeat				Pictures Days of the week song http://www. youtube.com /watch?v= 36n93jvjkDs
Presentation Practice Ending of the lesson	Activity 1. 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/phrases again in random order and have Ss point and repeat			.			Oral Assessment	Daily activity flashcards https://games 4esl.com/ wp-content /uploads/Daily-Routine-Flashcard.pdf
	Grammar box. Direct Ss’ attention to the grammar box. Read the questions and the answers aloud and have Ss repeat after you. Ask Ss, What time do you (get up)? Repeat for the rest of the everyday activities and elicit their answers			Students read the questions and the answers aloud and repeat			Self-assessment	Grammar Section
	Activity 2. Guessing Game. SB has chosen one of the children in the photos. SA is trying to guess which one it is, by asking questions using the prompts given. Divide Ss into pairs. They have to take turns choosing one of the pictures in activity 2 (without revealing which one to their partner). Their partner tries to guess which picture it is by asking questions, as in the example. Activity 3. Listen and read • Draw Ss' attention to the pictures and ask them what they can see (a girl getting up, a school bag and a girl sleeping, and different clocks. Ask Ss to tell the time on the clocks. • Play the recording and have Ss follow in their books. • Choose a few Ss to read the text aloud Formative Assessment Activity 4. Do a project. Explain to Ss that they are going to do a project. Explain to Ss that they have to write about what they do during different times of the day. Then they have to draw or stick pictures of the activities they do. When Ss have finished, have them present their projects to the rest of the class. Descriptor: A learner: talks about everyday activities completes sentences using V-ly pronounces words and expressions clearly			Students choose and play. Whαt do they do on Mondαy? Students write about what they do during different times of the day			Peer assessment Oral assessment Self-assessment	Handouts Guessing Game Worksheets https://learnenglishkids. britishcouncil.org/sites /kids/files/attachment /how-to-tell-the-time-worksheet.pdf Do a project.
Feedback	REFLECTION Now let’s discuss our results. 5 stars - Green planet - I can do this. 4 stars - Yellow planet - I am getting there. 3 stars - Red planet - I need help. I think you coped with the tasks perfectly.
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: 3		Our countryside
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		CLIL3: My Family
Learning objective (s)		3.3.2.2 deduce the meaning of a word in a picture or icon on a limited range of topics: 3.4.2.1 follow word order rules in short statements;
Lesson objectives		provide Ss with cross-curricular information on social studies practice talking about one’s family
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	Identifying the topic. Hold up each flashcard for the family members and encourage Ss to name them. To help lower-performing Ss, say the word for each flashcard and encourage them to repeat after you.				Open answers Free talk.			Pictures
Presentation Practice Ending the lesson Feedback	Activity1. Look at the pictures and say what the texts are about. Then listen and read. Draw Ss’ attention to the pictures in the activity and ask Ss what they depict. Read the rubric and explain it to Ss. Elicit Ss' answers. Play the recording and ask Ss to listen carefully and point to each family when they hear it being described. Play the recording again and pause after each sentence for Ss to repeat. Initiate a discussion with Ss by asking them some questions about the texts. For example, ask Ss: Where is Darina from? Has she got a sister? Where is Lisa from? Has she got a brother?				KEY. 1 two girls and their families 2.The texts are about two families from different countries 3. Kazakhstan. 4. Yes, she has. 5. The UK. 6. Yes, she has		Verbal Assessment	Pictures Textbook
	Activity 2. Look and match. Explain to Ss that they have to look at the pictures of the family members a-h and match them to the correct girl. Have Ss compare their answers in pairs first, then check as a class.				KEY 1. a, b, c, f, h 2. d, e, g		Peer Assessment	Tables
	Playing A Game. “Snap!” Explain to Ss that they are going to play a game. Hand out photocopies of the flashcards of the module to each of the Ss. Divide Ss into pairs. Each S shuffles his/her flashcards and places them on the desk face down. SA begins the game by revealing one flashcard and placing it in the middle of the desk. The S has to say the word depicted on the flashcard. SB continues the game by placing one of his/her flashcards on top. If the cards are the same, the first S to cover the pile of flashcards in the middle with his/her hand and call out Snap! takes them. Ss take turns. The S who collects the most flashcards wins Activity 3. Let’s Speak and Say. Show Ss a flashcard of a family member, e.g. mum, and say, e.g. This is my mum. If the flashcard depicts mum, they have to say Yes. If you hold up the flashcard for mum and say, e.g. This is my dad, Ss have to say No. Repeat the same procedure with different flashcards and elicit Ss' response Descriptor Learner works in pairs; asks questions to his/her partner; talks about one’s family				Students play a Snap game. Students respond to basic questions		Peer assessment Self-assessment	Flashcards Worksheets
	REFLEXION I learned new words. Everything was clear. I can talk about family						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: 3		PEOPLE I LOVE
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		Unit Revision3 Summative Assessment for the unit 3
Learning objective (s)		3.4.1.1 spell accurately a few high-frequency words; 3.4.2.1 follow word order rules in short statements; 3.4.2.2 use words and short simple phrases to complete a written text at a sentence level.
Lesson objectives		revise and consolidate vocabulary and structures presented in previous lessons understand and follow instructions
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	Recognition exercise. 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.				Open answers			Flashcards
Practice Ending the lesson Feedback	Activity 1. Look and write. • Draw Ss' attention to the activity and explain to them that they have to look at the pictures and complete the crossword.				KEY 1. happy 2. tall 3. Short 4. old 5. funny		Oral Assessment	Handouts
	Activity 2. Put the words in the correct order. Draw Ss' attention to the activity and explain to them that they have to put the words in the correct order to make sentences. Have Ss do the activity. Check the answers with the class. Activity 3. Complete the song with the phrases in the box. Then sing Explain to Ss that they have to read the song and complete it with the question/phrases in the box. When all Ss have finished, play the recording and have Ss follow in their books and check their answers. Play the song again and encourage Ss to sing along				KEY You aren’t sad. He hasn’t got a pen. She has got big eyes KEY. It’s my sister Who’s that? It’s my brother Who’s that? It’s my sister It’s my brother		Self- assessment Verbal Assessment	Worksheets The Family Song
	Peer-assessment. Two stars and a wish. • You did a really good job on ... • I really like how you ... • Maybe you could						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 -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: 3		PEOPLE I LOVE
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		Culture page 2: Famous people from Kazakhstan
Learning objective (s)		3.1.2.1 recognise familiar words with visual support; 3.2.3.3 make introductions and requests in basic interaction with others. 3.3.5.1 read short, illustrated fiction and non-fiction stories written in very simple language using a dictionary.
Lesson objectives		describe the people using new vocabulary ask some questions and exchange some information accurately listen and read about famous people from 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!
Warm-up	Start thinking. Do you know of any famous people from Kazakhstan? Can you name them? What do they do? Hold up each flashcard, say the corresponding word and get Ss to repeat.			Open Answer
Presentation Practice Ending of the lesson Feedback	Activity 1. Conveying the meaning of new words. Vocabulary related to occupations. • 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 Occupations: singer, tennis player Adjective: famous Noun: people		Verbal Assessment	Pictures Tables
	Activity2. Identifying specific information in the text. Direct Ss’ attention to the pictures and ask them what they depict (two famous people from Kazakhstan, Dimash Kudaibergen and Zarina Diyas). Ask if they know who these people are and what they do/what they are famous for. Explain to Ss that they are going to listen to a text about these people. Point out that they have to listen to the recording, and follow along in their books. Activity 3. Asking and answering questions Ask Ss, What does Dimash Kudaibergen do? (He’s a singer.) What does Zarina Diyas do? (She’s a tennis player.) What do they look like? (Dimash Kudaibergen is tall and he has got short hair and brown eyes. Zarina Diyas has got long hair and brown eyes.) Choose a few Ss to read the texts aloud. Activity 4. Look and circle. Direct Ss’ attention to the activity and explain to them that they have to read the texts again and circle the correct pictures. Have Ss compare their answers in pairs first, then check as a class. Descriptor: A learner: describes the people using new vocabulary ask some questions and exchange some information accurately completes sentences with right phrases.			Students look at the pictures and answer: Do you know these people? Then listen and read. Students answer the questions KEY Dimash Kudaibergen: 1. a 2. b Zarina Diyas: 1. b 2. a		Self-assessment Oral assessment Peer assessment	Worksheets CD Questions Handouts
	Self-assessment. “Key Words” Select five key words used in the lesson. Ask the students to try to identify these words and write them down. Compare our key words to the students’ key words to see if they could identify the key ideas/concepts of the lesson.
Homework	Project work. Ask Ss to use the Internet to find information about other famous people from their country. Instruct them to select information that they think is interesting/important and use it to make a poster
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: 4		WEATHER
Teacher’s name:
Date:
Class:		Number present:			Number absent:
Theme of the lesson		Weather: Seasons
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 3.5.1.10 use common present simple forms and contractions on a limited range of familiar topics; 3.5.1.15 use basic prepositions of time
Lesson objectives		to introduce the seasons and actions practice talking about habitual actions use common present simple forms and basic prepositions of time
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	Game-guees the picture and the weather Students are shown the PPT with partly closed pictures, they have to guess them.(Number of pictures-T’s choice)			Students play a game and guess				How's The Weather? \| https://youtu.be/rD6FRDd9Hew?si=XRVOQp_miLyg8pJZ
Presentation Practice Ending of the lesson Feedback	Activity 1. Prediction based on the title, pictures 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/sentences again in random order and have Ss point and repeat.						Oral Assessment	Worksheet
	Activity 2. Listen and match. Then sing. Draw Ss’ attention to the pictures shown in activity 2, and ask them what they can see (two children playing in the snow, two children planting a tree, two children playing in the park and two children swimming). Ask Ss what season it is in each picture (a. winter, b. spring, c. autumn, d. summer). Read the title of the song, and ask Ss to say what they think it is about. (It is about the four seasons.) Explain to Ss that they are going to listen to a song, and that they have to follow along in their books and match the lines of the song with the pictures a-d Direct Ss’ attention to the presentation and ask them where the children are. (They are in the game.) Presentation Grammar. Explain to Ss that we use the Present Simple for habitual actions. Point out that we usually add an -s to the verb in the third person singular (he/she/it). Say, I play in the park on Saturday - He plays in the park on Saturday and have Ss repeat after you. Write, I go to school at eight o’clock on the board, and draw Ss’ attention to the verb go. Explain that verbs ending in -s, -ss, -sh, -ch, -x and -o, take an -es in the third person singular. Activity 3. Listen and number. Draw Ss’ attention to the pictures and ask them to tell you what they can see in each one. Explain that they have to listen to the recording and put the pictures in the correct order (1-4), according to what they hear. Play the recording twice and have Ss do the activity. Have Ss compare their answers in pairs first, then check as a class. Formative Assessment. Speak and discuss. Role-play. Students are divided into pairs and are given 1 card with the word or a picture – from the set of cards LP 5 (sunny weather, cold, rainy, hot, snowy). Students pretend themselves as if they are talking using a mobile phone. L1 is here. L2-went somewhere-to Alaska, India and so on. Students1 -stands(sits)-to the left side with the phone and asks the question: What’s the weather like today? Students2 - stands(sits) to the right side with the phone and answers: It’s (sunny, cold, rainy, snowy…). Descriptor: A learner: talks about the weather asks and answers about habitual actions completes sentences using right words.			KEY: First and second lines: b Third and fourth lines: d Seventh and eighth lines: c Ninth and tenth lines: a Structure: I/You/We/They swim in summer. He/She/It plays in the snow in winter. Key: a. 3 b. 4 c. 1 d. 2 Students follow the instructions Students act out the role-play			Verbal assessment Self-Assessment Self-Assessment Group Assessment	CD https://youtu.be/6MGRkUlFZws?si=2ntbrOd88cDCuHAW Pictures Cards Worksheets https://games4esl.com/esl-worksheets/weather-worksheets/ Handouts Cards
	Students give feedback to each other. This might be done in oral form ! I am excited about… : I’d like to learn more about… ? a question I have is…						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: 4		WEATHER
Teacher’s name:
Date:
Class:		Number present:			Number absent:
Theme of the lesson		Best Friends: Seasons and Weather:
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 3.5.1.8 use personal subject and object pronouns in a limited range of familiar topics;
Lesson objectives		introduce and talk about the weather practice asking and answering about habitual actions introduce the object pronouns him/her
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	Miming and Gesturing. Wrap your arms around yourself and pretend you are shivering and say cold. Have Ss repeat and encourage them to pretend that they are cold too. Encourage Ss to guess the meaning of the word. Repeat the same procedure for hot, windy, It's raining. It's snowing. e.g. pretend you are hot, you are holding an umbrella, etc.			Open answers				Pictures Weather
Presentation Practice Ending of the lesson	Activity1. Vocabulary related to Weather. 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/sentences again in random order and have Ss point and repeat KEY: Vocabulary Weather: hot, cold, windy, It’s raining. It’s snowing. Activity 2. Look at the pictures and answer: What’s the season in each picture? Then listen and read. Draw Ss’ attention to the question in the rubric and ask them to look at the presentation again and answer the question. (In frame 1 it’s winter, in frame 2 it’s autumn, in frames 3 and 4 it’s summer.) Ask Ss to tell you what they think is happening in the story Activity 4. True or F for False. • Draw Ss’ attention to the activity and explain that they have to refer to the story in activity 2 and write T for True or F for False. • Have Ss compare their answers in pairs first, then check as a class. Presentation Grammar. Explain to Ss that when we want to ask a question or give a short answer using the Present Simple, we use the auxiliary verb do/don’t (do not) for I/you/ we/you/they and does/doesn’t (does not) in the third person singular (he/she/it). Point out that in the question form in the third person singular, the main verb does not take the ending -s/-es because we use does. Explain to Ss that the ending -s has been transferred here. Activity 5. Listen and number Explain to Ss that they have to listen to the recording and put a ✔ or an ✘ in the box depending on whether the speaker does or doesn’t do the activities depicted in the picture Play the recording twice and have Ss do the activity. Have Ss compare their answers in pairs first, then check as a class.			KEY: Tom, Mia, Leo and Zippy are in the game. At first, they are somewhere where it is snowing. Mia and Tom are happy, but Leo is cold. Leo presses a button and then the children and Zippy are somewhere where it is raining. Zippy presses another button and then they are on a beach. They see another monster there and they watch him as he goes swimming Key: 1. T 2. F 3. T 4. F Structures: 1.Do you (go to school at eight o’clock )? Yes, I do. / No, I don’t. 2. Does he/she/it (swim in summer )? Yes, he/she/it does. / No, he/she/it doesn’t. 3. He’s (happy). Look at him. She’s (sad). Look at her Key: 1. ✔ 2. ✘ 3. ✘ 4. ✔			Verbal Assessment Peer Assessment Self-Assessment Self-Assessment	How is the weather? https://youtu. be/I8Ge A3anPdo ?si=XVR SL-ikP-51KeRk Flashcards Pictures Grammar Section in Tables Worksheets CD
	Formative assessment. Draw Ss’ attention to the children in activity 7. Ask Ss to say what they think they are doing. (They are asking and answering questions about different activities.) Divide Ss into pairs, and explain that they have to use the prompts given and take turns asking and answering questions with their partner about the different activities depicted. Have a few pairs of Ss act out the exchange for the class. Fast finishers Ask Ss to choose one of the pictures in the activity and write questions and answers about it. Descriptor: A learner: uses and pronounces verbs and words about weather asks as much as student can and by supporting his or her questions with the example.			Students work in pairs to use the prompts given and take turns asking and answering questions with their partners about the different activities depicted.			Peer assessment	Handouts Questions
Feedback	Teacher asks guiding questions: Can you name four seasons? Can you describe trees? Do you know colours of seasons? Can you recite a poem about seasons?
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: 4		WEATHER
Teacher’s name:
Date:
Class:		Number present:			Number absent:
Theme of the lesson		Comic: Clothes I wear. The King’s Clothes
Learning objective (s)		3.3.2.1 identify some familiar words and signs on illustrations /pictures in common everyday situations; 3.3.3.1 understand short, simple instructions used in familiar everyday contexts; 3.5.1.5 use with considerable support basic determiners a, an, the to identify things;
Lesson objectives		identify and talk about clothes recognise with support short basic questions relating to clothes use the 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!
Warm-up	Free Talk. Point to what you are wearing and say, dress/ trousers/shirt, etc. Have Ss repeat the word after you and then ask them to guess what it means. Repeat the same procedure with as many of the items of clothing as possible (the ones you or other Ss are wearing at the time.) Alternatively, hold up each flashcard, say the corresponding word and get Ss to repeat.			Students repeat the word and guess what it means.			Oral Assessment	Picture Clothes
Presentation Practice Ending of the lesson Reflection	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						Verbal Assessment	Handouts
	Activity 2. Listen and read Draw Ss' attention to the pictures and ask them if they recognise the folk tale. Read the title a couple of times and explain it to Ss. Ask Ss to tell you what they think is happening in the story. Play the recording and ask Ss to point to the corresponding frame as they listen to the story. Activity 3. Read activity 2 again and write Yes or No Draw Ss’ attention to the activity and explain that they have to refer to activity 2, read the sentences and write Yes or No, according to the story. Have Ss compare their answers in pairs first, then check as a class. Presentation Grammar. Explain to Ss that when we want to form a negative sentence using the Present Simple, we use the auxiliary verb don't/doesn't. Point out that don’t is used for I/you/we/ you/they and doesn’t is used in the third person singular (he/ she/it). Remind Ss that, in the third person singular, the main verb does not take the ending -s/-es because we use does (not). Explain to Ss that the ending -s/-es has been transferred here Activity 4. Read and circle Direct Ss’ attention to activity 4. Explain to Ss that they have to read the sentences and circle don’t or doesn’t. Have Ss compare their answers in pairs first, then check as a class. Activity 5.Read and complete with a / an / the. Have Ss read the sentences and complete them accordingly. Have Ss compare their answers in pairs first, then check as a class. Formative Assessment. What does he/she wear in summer and winter? Divide Ss into pairs. Assign each S a season (summer or winter) and ask him/her to draw two children (a boy and a girl) wearing items of clothing for the season he/she was assigned. You can have Ss colour in their drawings too. Explain to Ss that they have to take turns presenting their drawings in pairs Descriptor: A learner: presents the drawings uses appropriate subject-specific vocabulary gives short description			Key: Two men see the king from far away and one man wonders what the king wears in summer. In the end they see that the king wears a shirt and trousers in summer Key: 1. No 2. No 3. Yes 4. Yes Students listen to the teacher and follow the instructions Key: 1.doesn’t 2. doesn’t 3. don’t 4. don’t Key: 1. a, The 2. an, The Students try to answer: “What does he/she wear in summer and winter?”			Oral assessment Self- assessment Peer assessment Self- assessment Group assessment	CD Worksheets Grammar in Tables Handouts Table cards Worksheets
	Self- assessment Ask each S to tell you what he/she wears in different seasons. What do you wear in autumn?, etc.						.
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: 4		WEATHER
Teacher’s name:
Date:
Class:		Number present:			Number absent:
Theme of the lesson		Play and Write: Clothes I wear.
Learning objective (s)		3.2.3.2 make basic requests related to immediate personal needs; 3.3.2.1 identify some familiar words and signs on illustrations /pictures in common everyday situations; 3.5.1.4 use common adjectives in descriptions of people and things and simple feelings with support;
Lesson objectives		practice talking about seasons, weather conditions and clothes identify and describe what clothes they are wearing use common adjectives in descriptions of people and 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!
Warm-up	Clothes memory Students close their eyes and are tested on what their teacher and classmates are wearing. This can be done with the questions being asked by the teacher, by other teams, or by their partner. If you can’t trust them to close their eyes, send one or two people outside the classroom, ask questions about those people’s clothes, and check the students’ answers when those people come back in.			Students close their eyes and say what classmates are wearing			Verbal Assessment	Pictures
Presentation Practice Ending the lesson Reflection	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. Grammar Presentation. Approach a S and say, I haven’t got a pencil. Give me a pencil, please and hold out your hand to show that you expect him/her to hand you a pencil. Write the sentence Give me a pencil, please on the board. Remind Ss that we use the Imperative to ask or order someone to do something. Explain that the imperative can also be used to make a polite request. Point out that we make the request more polite by adding the word please at the end of the Imperative statement			KEY Vocabulary Clothes: coat, jacket, sandals, boots, Jumper Students listen, point to the pictures and repeat the words.			Oral Assessment Self-Assessment	Worksheets Key Words Grammar in Tables
	Activity 2. Match and play. Draw Ss’ attention to the pictures in the activity and ask them to tell you what they depict. Then direct Ss' attention to the children in the activity and ask them to tell you what they think they are doing. Divide Ss into pairs, and explain that they have to match the items of clothing with the two seasons and then request those items of clothing from their partner, as in the example.			KEY They are talking about the seasons and the weather and they are making requests.			Peer Assessment	Textbook Worksheets
	“Pair hunting” activity. Give each S a photocopy of an item of clothing cut in half and ask them to stand up. Explain to Ss that they have to mingle around the classroom and find the S who has got the other half of the item of clothing they have got. The Ss who form a pair first have to hold up their photocopies and say in chorus, e.g. I wear T-shirts. Play for as long as time permits, giving Ss different photocopies each time. Descriptor: A learner: talks about seasons, weather conditions and clothes describes what clothes they are wearing use common adjectives in descriptions			KEY: Students who form a pair first have to hold up their photocopies and say in chorus, e.g. I wear T-shirts.			Group assessment	Worksheets Questions for Discussion
	Peer-assessment. Think/Write/Pair/ Share. Pair / Share Tell the person next to you 2 (3,4, 5…) things you have learned today, then the group’s report out. Variation is to have students Think/Write/Pair/ Share Maybe you could ...
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: 4		WEATHER
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		Unit Revision4 Summative Assessment for the unit 4
Learning objective (s)		3.4.1.1 spell accurately a few high-frequency words; 3.4.2.1 follow word order rules in short statements; 3.4.2.2 use words and short simple phrases to complete a written text at a sentence level.
Lesson objectives		revise and consolidate vocabulary and structures presented in previous lessons understand and follow instructions
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. Stick some of the flashcards from the 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. Make sure that you use different flashcards each time.			Students close their eyes and remember which one is missing.		Oral Assessment	Flashcards
Practice Ending of the lesson Feedback	Activity1. Look and write. • Have Ss label the pictures with the words in the box. Activity 2. Put the words in the correct order. • Have Ss put the words in the correct order to form sentences. Matching pictures Divide Ss into groups of four. Give each group a set of photocopies of the flashcard 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 wins			Key 1.T-shirt 2. Sandals 3. Dress 4. Skirt 5. Winter 6. Summer 7.Spring 8. autumn Key; 1. I play in the snow in winter. 2. I wear my sandals in summer. 3. I swim in summer. 4. Miras doesn’t wear shorts in winter		Verbal Assessment	Handouts Handouts
	Activity 3. Sentence completion task. Have Ss complete the sentences with the phrases in the box. Singing A Song. Play the song Seasons in the Student's Book on page 44, and invite Ss to sing along			KEY 1. Do you play 2. Yes, she does. 3. doesn’t plant 4. No, I don’t.		Self-assessment	Handouts
	Quiz Could be daily or intermittent. 2-4 questions to show what they learned. Small individual whiteboards work well for a formative assessment and reduces the paperwork. Don’t forget to ask conceptual questions!
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: 4		WEATHER
Teacher’s name:
Date:
Class:		Number present:			Number absent:
Theme of the lesson		CLIL 4:Traditional Costumes
Learning objective (s)		3.1.2.1 recognise familiar words with visual support; 3.3.2.2 deduce the meaning of a word in a picture or icon on a limited range of topics;
Lesson objectives		recognise and talk about traditional costumes provide 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!
Warm-up	Discuss. Draw a boy or a girl wearing a hat and a waistcoat on the board. Point to each item of clothing and say the corresponding word. Have Ss repeat after you a couple of times. Alternatively, hold up each flashcard, say the corresponding word and get Ss to repeat			Open answer				a boy or a girl wearing a hat and a waistcoat
Presentation Practice Ending of the lesson Feedback	Activity1.Present Clothes: hat, waistcoat Adjective: beautiful Noun: colours. 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 Clothes: hat, waistcoat Adjective: beautiful Noun: colours			Verbal Assessment	Flashcards
	Activity 2. Listen, point and say Direct Ss’ attention to the pictures and the texts. Ask them to guess what the texts are about. (Read the title and explain it to Ss. Draw Ss’ attention to the flags and ask them the question in the rubric (Kazakhstan and Peru). Play the recording, and ask Ss to follow along in their books. Play the recording a second time, and pause after each sentence for Ss to repeat. Start thinking. Answering questions. Does Madina wear a waistcoat? (Yes, she does.) Does she wear a traditional hat? (Yes, she does.) What colour is her dress? (It’s white.) Does Carla wear a dress? (No, she doesn’t.) What does she wear? (She wears a skirt.) Does she wear a jacket? (Yes, she does.) What colour is her hat? (It’s red.) Have a few Ss read the texts aloud. Activity 3. Read and put ✔ or an ✘. Explain to Ss that they have to read the texts in activity 2 again, read the sentences in activity 3 and put a ✔ or an ✘ accordingly. Have Ss compare their answers in pairs first, then check as a class. Activity 4. Writing Practice. Divide Ss into groups of four. Give each group a photo of different people around the world wearing traditional costumes. Explain to Ss that they have to write a few sentences about what the people are wearing. Then they will present their photo to the class. and initiate a short discussion. Descriptor: A learner:. chooses the right answers. answers to the question uses the topic related vocabulary			KEY They’re about different traditional costumes around the world. Students look at the pictures and answer: “Where are Madina and Carla from? Then listen and read. Key: 1. ✘ 2. ✔ 3. ✘ 4. ✔			Peer assessment Group assessment	Handouts Question Time
	Journal Entry Each day students write about 2 things they learned (use of a journal could incorporate most of these other closure examples.)						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: 4		WEATHER
Teacher’s name:
Date:
Class:		Number present:			Number absent:
Theme of the lesson		STORY 2 (MODULES 3-4): The Snowman.
Learning objective (s)		3.2.3.1 respond to basic questions with single words or short responses 3.3.2.1 identify some familiar words and signs on illustrations /pictures in common everyday situations; 3.3.5.1 read short, illustrated fiction and non-fiction stories written in very simple language using a dictionary.
Lesson objectives		answer questions using supporting picture. practice listening to a story and reading for pleasure revise and consolidate vocabulary and structures presented in modules 3-4
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	Brainstorming. Draw a snowman on the board and ask Ss to guess what it is. Initiate a short class discussion by asking Ss questions such as, Do you play in the snow? Do you make snowmen? Does a snowman wear gloves / a hat / a scarf? etc. Hold up each flashcard, say the corresponding word and get Ss to repeat			Students look at the pictures and answer the questions			Oral Assessment	Handouts
Presentation Practice Ending of the lesson Feedback	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 pictures and repeat. Say the words again in random order and have Ss point and repeat. Activity 2. Look and answer: Why have they got gloves and scarves? Then listen and read. Before reading. Hold up your book and point to the story. Tell Ss that they will listen to a story with the title The Snowman. Point to the first frame and ask Ss to tell you what they think is happening. Cover the second page of the story (p. 55) and ask Ss to look at the frames on p. 54 and guess what will happen next. • Reveal the second page and ask Ss to look at the pictures and guess what the story is going to be about.			KEY: Vocabulary: scarf and gloves KEY; The little girl is looking out the window and she sees her friend at the park.			Verbal Assessment Self-assessment	Flashcards for scarf and gloves Worksheets
	Activity 2. Look and answer: Why have they got gloves and scarves? Then listen and read. While reading Play the recording and point to each frame in your book. Encourage Ss to point to each frame in their books. Ask Ss to check their predictions. (Anna wants to go to the park to see her friend Kate. at the park, Kate introduces her friend the snowman, Snowy, to Anna. The weather is cold so Snowy is wearing a scarf and gloves. Then he introduces his family members to the girls. The sun comes out and Snowy is hot. He puts on a hat, shorts and sunglasses.) Play the recording again and ask Ss to point to each frame. Pause fter each sentence for Ss to repeat. alk about what is happening in each frame. Activity 2. Look and answer: Why have they got gloves and scarves? Then listen and read. After reading Ask Ss some comprehension questions. Encourage Ss to answer. Frame 1: (pointing to the mum) Who’s that? (Anna’s mum.) (pointing out the window) Is it summer? (No, it isn’t.) Frame 2: (pointing to Kate) Who’s that? (Kate, Anna’s friend.) (pointing to Snowy) What does Snowy wear in winter? (A scarf and gloves.) What’s the weather like? (It’s cold.) Frame 3: (pointing to Snowy's family members) Who are they? (His dad, his mum and his sister.) Frame 4: What’s the weather like? (It’s hot.) Frame 5: (pointing to Snowy) What does Snowy wear when it’s hot? (A hat, shorts and sunglasses.) Post-story activity. VALUE Ask Ss: Why is it important to spend time with your friends? How do you spend your time with your friends? Activity 3. Read activity 2 and write Yes or No. Explain to Ss that they have to refer to activity 2, read the sentences, look at the corresponding pictures and write Yes or No. Activity 4. Read activity 2 again and answer. • Explain to Ss that they have to refer to activity 2, read the sentences, look at the corresponding pictures and answer the questions. Formative assessment. Put the pieces together. Divide Ss into small groups (3-4 Ss) Give each group an envelope with a colour photocopy of the story cut into puzzle-like pieces. Ask Ss to put the pieces together. Go round the classroom monitoring the procedure and helping Ss if necessary.			KEY Frame 1: Anna is looking out the window and sees her friend Kate going to the park with her mum. Anna’s mum suggests going to the park too. Frame 2: The girls are at the park. Kate introduces the snowman to Anna. His name is Snowy, and he wears a scarf and gloves in winter because it’s cold. Frame 3: Snowy introduces his dad, mum and sister to the two girls. Frame 4: The sun comes out and it is hot. Kate and Anna are worried. Frame 5: Snowy puts on a hat, shorts and sunglasses. Students answer the questions. Key: 1. Yes 2. Yes 3. No 4. Yes Key: 1. Yes 2. Yes Descriptor A learner: colours photocopy of the story uses given words put the pieces together correctly			Peer assessment Group Assessment Self-assessment Peer assessment	Worksheets Handouts a colour photocopy of the story The Snowman (Student's Book, pp. 54- 55) for each group of Ss (3-4 Ss), cut up into puzzle-like pieces and put in an envelope Worksheets
	Divide Ss into groups of five and get them to act out the story. Have a few groups act out the story / parts of the story in front of the class.
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 the 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?

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