Top stars kz 4 term new

Тақырып бойынша 11 материал табылды

Top stars kz 4 term new

Материал туралы қысқаша түсінік

Материалдың қысқаша нұсқасы

Top Stars. 3rd grade

IV- TERM

Unit: 7		BUILDINGS
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		BUILDINGS: Cool House.
Learning objective (s)		3.3.3.1 understand short, simple instructions used in familiar everyday contexts; 3.5.1.12 use basic adverbs of place here/there to say where things are; 3.5.1.14 use basic prepositions of place.
Lesson objectives		identify furniture / items in a house practice asking and answering about location identify prepositions of place
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	Introduction. Hold up each flashcard, say the corresponding word and get Ss to repeat				Students repeat			Flashcards
Presentation Practice	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 furniture/items again in random order and have Ss point and repeat				KEY Furniture / Items in a house: lamp, TV, wardrobe, rug		Verbal Assessment	Handouts
	Activity2. Listen and read. Then answer: Why is this a cool house? 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. 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. Activity 3. Look at activity 2 again and match. Explain to Ss that they have to refer to activity 2 and match each character to his/her location in the house. Check Ss’ answers. Grammar Presentation. Remind Ss the meaning of the question Where’s… and that we use it to ask about the location of things. Point out the prepositions of place (on, in, under) and ask Ss to come up with their own examples. Physical Training Let’s do physical exercise. I’ll do and repeat after me.				KEY Little Red Riding Hood arrives at her grandmother’s house to find out that some fairy-tale characters have occupied the house: Pinocchio is under the table hiding, Snow White is on the bed sleeping, Peter Pan is in the bag and Tinkerbell is on the TV. Tinkerbell flies onto the lamp and she lights up. Key: 1. b 2. a 3. d 4. C		Peer Assessment Self-Assessment	Textbook Worksheets https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/worksheets-directions-1.pdf Grammar Tables Song If you happy..
	Activity 4. Look and write under, in or on. Have Ss look at the pictures and write the correct preposition. Formative Assessment. Look, ask and answer. Divide Ss into pairs and explain that they have to take turns asking and answering about the location of the things indicated by the arrows. Descriptor: A learner: complete the sentences with the places in the box listens and reads the text chooses from the names of the places correctly				KEY 1. On 2. Under 3. In Students answer about the location of the things indicated by the arrows		Verbal Assessment Group Assessment	Handouts
Ending the lesson Feedback
	Reflection/Self-Assessment Check students understanding by using apples ‘Apple tree’ I understand this and feel like I could teach it! I understand this but feel like I need more practice with it... I don’t understand this at all…
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: 7		BUILDINGS
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		BEST FRIENDS: My house, my room and objects
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 3.5.1.5 use with considerable support basic determiners a, an, the to identify things; 3.5.1.14 use basic prepositions of place.
Lesson objectives		identify rooms in a house practice talking about location differentiate and correctly use indefinite and definite articles refer to and ask and answer questions about objects that are nearby or at a distance
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	Start thinking. Ask students to ask and answer the questions about their house: Do you live in a house or a flat/apartment? Is it big or small? What colour is the door? Do you like your house? Who lives in the house? What pets live in your house?				Students answer the questions about their house.		Oral Assessment
Presentation Practice Ending the lesson Reflection	Activity 1. Present objects in the house. 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 Use this ‘Objects in the House’ word mat to build vocabulary on objects. Check understanding by using the questions: Where in your house is the lamp/sofa/etc?						Verbal Assessment	Slides
	Activate knowledge: Look at the picture. What is it? It’s a house. Ask students to look at the house for 20 seconds and try and memorise as many objects or rooms as they can. Take the picture off screen. Ask students to tell you what they saw (in English, if possible). Who can remember the most from the picture? Present rooms in the house: Display the poster on your screen and check meaning and pronunciation. Check understanding by asking ‘what do you do in the kitchen/bath/… etc’. Grammar Presentation: Students draw or say five sentences about what’s in their house. Other students have to say what they think is true or false. Option 1: Use the ‘In my house I have…’ structure. Option 2: Use the ‘in my house there is/are…’ structure. Option 3:Use the demonstratives “This/That/ These /Those…. Option 4: E.g. “In my house there are twenty two bedrooms” “That’s false!” “Yes, you’re right!” Activity5. Listen and number (1-5). Direct Ss’ attention to the pictures shown in the activity. Explain to Ss that they are going to hear five sentences/exchanges and they have to number the pictures accordingly. Play the recording twice and check Ss’ answers Formative Assessment Speak and Present Ask students to design their own, imaginary house. They can make this as imaginative as they want. Is it a treehouse? Is it on a boat? Is it in space? On the side of a volcano? When they are finished, ask them to present their idea to the class. Feedback to the group: Whose house is big/cold /amazing/dangerous?				Students have to say what they think is true or false. Key; a. 5 b. 2 c. 1 d. 3 e. 4 Descriptor 4-5 Open answers with grammar accuracy - Excellent 2-3 Open answers with some mistakes - Good Less 2 answers - Try again		Self- Assessment Peer Assessment Oral Assessment Self- Assessment	Rooms House Flashcards https://www.twinkl. kz/blog/ objects-and- parts-of-the-house -vocabulary-a-lesson-plan-for- esl-teachers Handouts CD Imaginary house
	Self-Assessment To reinforce the basics, this cut, and stick and label activity will help students’ associate objects and areas of the house.
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: 7		BUILDINGS
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		OUR WORLD: My Bedroom
Learning objective (s)		3.1.4.2 understand simple descriptions of people, actions, and objects with visual support 3.2.2.1 use isolated words and basic expressions to provide personal information; 3.5.1.1 use singular and plural nouns, including some common irregular plural forms and high-frequency uncountable nouns
Lesson objectives		identify furniture / items in a house practice talking about location and possession practice using plural nouns talk about one’s bedroom
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	Brainstorming. Play: “Rooms of a house Quiz” (teacher show the pictures on A/b, pupils answer on worksheets ) Where in the house do you brush your teeth? Where in the house do you cook food? Where in the house do you sleep at night? Where in the house do you watch TV?				Key: 1. bathroom 2. kitchen 3. bedroom 4. living room
	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.				Key: Furniture: shelf Nouns: guitar, computer, skateboard, pillow		Verbal Assessment	Handouts
	Activity2. Practice in reading for gist. Read the title and look at the pictures. What are the texts about? Listen and read. Ask them to tell you what they think the texts are about (two children’s bedrooms). Ask Ss to look at the pictures and name the items in the rooms they are presented with in this lesson. Ask students some questions about the texts. For example, ask Ss: Is there a bed in Harry’s bedroom? What else is in Harry’s bedroom? What colour is the rug? Is there a rug in Lorna’s bedroom? What’s in Lorna’s bedroom? What colour is the lamp? Grammar Presentation. Students say five sentences about what’s in their bedroom. Other students have to say what they think is true or false. Option1: Use the ‘In my house I have…’ structure. Option2: Use the ‘in my house there is/are..’ Option3: Use the plural form “table-tables, shelf-shelves….” E.g. “In my house there is a TV in my bedroom” “That’s false!”/ “Yes, you’re right!” Activity3. Read activity 2 again and circle the correct name(s). Explain to Ss that they have to read the questions, refer to activity 2 again and circle the correct answer. Have Ss compare their answers in pairs first, then check as a class. Formative Assessment Draw Ss' attention to the activity and read the speech bubbles and the words in the box aloud. Divide Ss into pairs and explain to them that they have to take turns asking each other what things there are in their bedroom, using there is/are and the words in the box, as in the example Descriptor Learner says what there is in his/her bedroom uses there is/are and the words in the box presents his/her information to the class. works in pairs				KEY a guitar, two computers, some pillows, a skateboard and shelves KEY 1. Yes, there is. 2.There’s a wardrobe, a desk, a chair, a rug, shelves with books, a computer / a guitar. 3. It’s blue and green. 4.No, there isn’t. 5.There’s a bed, a desk, a chair, a shelf with books, a pillow on her bed, a lamp, a computer and a skateboard 6.It’s yellow Key: “That’s false!”/ “Yes, you’re right!” Key: 1. Harry, Lorna 2. Harry, Lorna 3.Harry 4.Harry 5. Lorna Students work in pairs to say what things there are in their bedroom, using there is/are and the words in the box, as in the example		Oral Assessment Peer Assessment Peer Assessment	Textbook Question tips Grammar Reference Handouts
	Self-Assessment. What did you learn today? What did you like today? Have learners write 5 new words on it.
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: 7		BUILDINGS
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		PLAY AND WRITE: The Funny Town
Learning objective (s)		3.3.3.1understand short, simple instructions used in familiar everyday contexts; 3.3.4.1 find specific information in different types of texts (postcards, posters, flyers, messages, and notices: places, time, and prices); 3.5.1.3 use cardinal numbers 1-10; 11-20; 21 – 100;
Lesson objectives		identify places in a town introduce the numbers up to 100 practice talking about places
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	Picture Description Write the numbers from 20 to 30 in numerical form on the board and read them aloud. Explain to Ss how the in-between numbers (21-29) are formed. Write the numbers from 40 to 100 in tens on the board, point to them and say them aloud. Ask Ss to repeat after you a couple of times.				Students repeat after a couple of times.			Flashcards
Presentation Practice Ending the lesson Feedback	Activity1. Conveying the meaning of new words. Have Ss look at the pictures and the numbers in the vocabulary section. Play the recording a few times, and have Ss point to the corresponding pictures and numbers and repeat. Say the words again in random order and have Ss point and repeat.				KEY: Numbers: 20-100 Places: museum, restaurant, amusement park, cinema		Oral Assessment	Counting by Tens: 10, 20, 30, 40, 50 to 100! https://youtu.be/NVdupTP4N5Q?si=CMr5d1OURjAxwgb2
	Playing A Game. “What is your phone number?” Students are asked to walk around the room and ask ten other people what their phone number is. The teacher models this first by engaging in a sample exchange with a random student in the class, asking the student his/her phone number and then providing her own “phone number” (students are encouraged to give an imaginary phone number if they would prefer not to give out their real number). This activity also practices the construction: “What is your phone number? My phone number is_____. As the students engage in the activity, the teacher walks around, monitoring the activity and passing out the materials for the next activity. Activity 2 Match. Then play. The Funny Town Explain to Ss that each of them has to match the numbers to the places in the town. Then they take turns making sentences based on what they have matched, e.g. There are fifty-one cinemas in the town. Point out to Ss that the title The Funny Town is based on the fact that the numbers of each place are absurdly high and far more than are usually found in a town. Divide Ss into pairs and have them do the activity. Descriptor: A learner: describes the places; uses appropriate prepositions and nouns; counts 10 to 100				Students walk around the room and ask ten other people what their phone number is. This activity also practices the construction: “What is your phone number? My phone number is_____. Key; There are twenty-four museums in the town. Buildings in our town.		Verbal Assessment Peer assessment	What's Your Phone Number? (Sing-along) https://youtu.be/HEym20_e84M?si=zxVibgCFtVPOBkxk Towns Places
	R eflection. Students reflect on their learning by gestures.
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: 7		BUILDINGS
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		PROJECT WORK: My Town
Learning objective (s)		3.2.1.1 pronounce various sounds of phonemes and phoneme blends using appropriate stress, rhythm, and intonation; 3.4.2.2 use words and short simple phrases to complete a written text at a sentence level; 3.4.3.1 create a poster or write a postcard, using words and simple phrases;
Lesson objectives		practice the sound of long a / ei/ practice writing about one's town
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	Prediction based on the title, pictures. Stick the flashcards from the previous lesson on the board. Point to each one and ask Ss to say the corresponding numbers and place				Open answers			Pictures
	Activity 1. Listen and repeat. Write the letter α (in red) on the board. Under the letter write the sound / ei/ (in red). Write the words skateboard and table under the sound. Say the words aloud a few times and get Ss to repeat after you. Draw Ss’ attention to the sentence practising the / ei/ sound. Play the recording and have Ss listen and follow along in their books. Then have them listen and repeat.				Key: The cat is on the skateboard under the table. skateboard table		Verbal Assessment	Picture CD
	Activity 2. Listen and read Draw Ss’ attention to the girl in the activity and ask them to say what they think the text is about. Play the recording and have Ss follow in their books. Ask Ss some questions about the text, Is there a park in her town? Is the park small? Are there two schools in her town? Are there three restaurants in her town Where's the playground? Writing tip: Read the Writing tip again and write a sentence on the board, e.g. There’s a big park and a zoo. Underline the word ‘big’ and explain to Ss that we use adjectives, e.g. big, before nouns to describe the nouns. Formative Assessment. Explain to Ss that they are going to do a project. Explain to Ss that they have to draw or stick pictures depicting the different buildings in their town. Once they have done this, they have to write sentences about what buildings there are in their town. When Ss have finished, have the present their projects to the rest of the class. Descriptor: A learner: writes sentences about what buildings there are in their town. uses grammar structures correctly present the project to the rest of the class.				KEY A girl is presenting her town. Yes, there is. No, it isn’t. It’s big. Yes, there are. No, there aren't. It's next to the cinema. Writing tip: Adjectives go before nouns. e.g. There’s a big park and a zoo. Students draw or stick pictures depicting the different buildings in their town and present their projects to the rest of the class.		Peer Assessment Oral Assessment Group Assessment	Handouts Worksheets Handouts Project work
	FEEDBACK There smiley faces are on the board. (happy and sad) T. suggests choosing any smiley face. Ss will choose one and put on their desks. Well what did we do in our 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: 7		BUILDINGS
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		CLIL 7: Wonderful Cities
Learning objective (s)		3.1.2.1 recognise familiar words with visual support; 3.3.3.2 find out the main points in short simple descriptions with visual support;
Lesson objectives		provide cross-curricular information on geography practice talking about two cities
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	Say and Repeat. Hold up each flashcard, say the corresponding word and encourage Ss to repeat it a few times after you.				Students repeat it a few times.
	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. Say the words again in random order and have Ss point and repeat.				KEY: Nouns: city, shop, stadium, opera house		Oral Assessment	Pictures
	Activity2. Look at the pictures and answer: Where are these cities? Then listen and read. Direct Ss’ attention to the pictures and the texts. Ask them to guess what the texts are about. Ask Ss to look at the photos again. Read the question in the rubric and elicit answers. Pair work. Asking and answering questions. Almaty a beautiful city? What can you see in Almaty? Where’s Venice? Are there cars in Venice? What are gondolas? Activity 3. Read and put a √ or an X. Explain to Ss that they have to read the texts in activity 2 again, read the sentences in activity 3 and put √ or an X accordingly. Have Ss compare their answers in pairs first, then check as a class. A Game. Ring a word. For this activity the class is divided into two teams which form two lines. The two students at the front of the line each are holding a marker. The teacher explains that when she says a number, the two students have to race to the board to write the number. The student can get help from his/her teammates. If neither team knows the number, the teacher steps in and guides them to the correct answer and then does another round with the same students to determine which team gets the point. Talk in groups of three. Almaty or Venice. • Divide Ss into two teams and invite a S from each team to come to the front of the classroom. Explain to Ss that you are going to say a sentence that refers to one of the two cities in this lesson, e.g. say, It’s in Italy. • Then Ss have to guess which city you are referring to. The S that first makes a correct guess wins a point for his/her team. • Continue in the same manner and make sure all Ss have had a chance to participate.				KEY: 1. They’re about two cities in different countries. 2. The cities are in Kazakhstan and Italy. Key: 1. Yes, it is. 2. Museums, a stadium and an opera house. 3. In Italy. 4. No, there aren’t. 5. They’re boats. Key: 1. √ 2. x 3. √ 4. √ Students have to race to the board to write the number Suggested Answer: Say: It’s in Italy. Say: It’s in Almaty.		Oral Assessment Peer Assessment Self-Assessment Group Assessment	Handouts Worksheets Board Numbers Ring a word Posters
Feedback	R EFLECTION: ! I am excited about… : I’d like to learn more about… ? A questions I have is…
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 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: 7		BUILDINGS
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		Unit revision7. Summative Assessment for the unit 7
Learning objective (s)		3.2.3.2 make basic requests related to immediate personal needs 3.4.1.1 spell accurately a few high-frequency words; 3.4.2.1. follow word order rules in short statements; 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 practice creating own bedroom
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	•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.				Open answers			Flashcards
	Activity 1. Complete the song with the words in the box. Then sing. Explain to Ss that they have to read the song and complete it with the words 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: 1. lamp 2. wardrobe 3. next to 4. behind		Self- Assessment	Handouts
Practice Ending the lesson Feedback	Activity 2. Put the words in the correct order Have Ss put the words in the correct order to form sentences/ questions. 1. is / a / big / that / rug / . 2. where’s / skateboard / my / pink / ? 3. a / there’s / next to / museum / playground / the / .				KEY That is a big rug. Where’s my pink skateboard? There’s a playground /museum next to the museum /playground		Self- Assessment	Pictures
	Activity 3. Imagine you’re in a shop. Choose and say. Divide Ss into pairs and explain to them that they have to take turns asking for an object from the ones depicted, as in the sample exchange				Key: Give me a lamp, please. Here you are. Thank you		Self- Assessment	Handouts
	Reflection. Expressing opinion about the lesson In my opinion….
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			-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: 7		BUILDINGS
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		CULTURE PAGE 4: Day and Night in Astana
Learning objective (s)		3.1.2.1 recognise familiar words with visual support; 3.3.3.2 find out the main points in short simple descriptions with visual support; 3.3.5.1 read short, illustrated fiction and non-fiction stories written in very simple language using a pictionary.
Lesson objectives		practice using phrases and nouns in speech identify the main idea of the text listen and read about what to do in Astana, 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	•Picture Description. Hold up each flashcard, say the word/phrase and ask Ss to repeat. Ask Ss what a visitor can see and do in their city/town				Open answers
	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/phrases again in random order and have Ss point and repeat. Activity 2. What do you know about Astana? Listen and read. Direct Ss’ attention to the pictures and ask them if they recognize the places. Read the title a couple of times and explain it Read the rubric and ask Ss the question. Elicit answers and initiate a short discussion. • Play the recording and ask Ss to point to the corresponding picture as they listen to the text.				KEY Phrases: have a picnic, take a walk •Nouns: fountain, flowers, lights KEY 1. Presidential Park and Baiterek Tower. 2. Astana is the capital city of Kazakhstan. Many tourists go to Astana every year.		Oral Assessment	Flashcards

Practice Ending the lesson Feedback	Pair work. Asking and answering questions. Are there trees in Presidential Park? Is Presidential Park small? Can you have a picnic in Presidential Park? Where is the singing fountain? What can you do there?				KEY 1. Yes, there are. 2. No, it isn’t. 3. Yes, you can. 4. It’s near Baiterek Tower. 5. You can see lights with many colours and hear music.		Peer Assessment	Handouts
	Activity 3. Read and circle. Draw Ss’ attention to the activity and explain to them that they have to refer to activity 2, read the sentences and circle the correct option. Have Ss compare their answers in pairs first, then check as a class. Activity4. Read and write A for text A or B for text B. Draw Ss’ attention to the activity and explain to Ss that they have to refer to activity 2, read the sentences and write A for text A or B for text B. Have Ss compare their answers in pairs first, then check as a class.				Key; 1. big 2. tree 3. near 4. Music Key: B 2. A 3. B 4. A		Self-Assessment	Worksheets
	REFLECTION. TREE OF SUCCESS Green leaf - I totally understand Yellow leaf - I understand the lesson but I need some helps R ed leaf - I don't understand
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: 8		MY HOLIDAYS
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		MY HOLIDAYS: Family holidays
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; 3.5.1.6 use interrogative pronouns who, what, where, how, and when to ask basic questions
Lesson objectives		recognise and name words about holidays practice asking and answering about holidays introduce and correctly use Wh-question
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	Start with an image … Look at the picture above and answer these three questions about it, in as much detail as you can: What is going on in this picture? What do you see that makes you say that? What more can you find?				Open answers
	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/phrases again in random order and have Ss point and repeat.				KEY: Actions: go hiking, go fishing, go mountain climbing Nouns: island, village		Oral Assessment	Key Words Flashcards
	Activity 2. Listen and circle about yourself. Then ask and answer with a partner. Ask them what they can see in the picture. Ask them to listen to the recording, follow in the books and circle the answer about themselves. When all Ss have finished, divide them into pairs and tell them to take turns asking their partner the four questions about his/her holidays. Grammar Presentation: Question words What, Where, Who and When). Explain to Ss that these questions are formed with the question word + the question form of the Present Simple. Point out that their answers are not Yes/No as they request information. Tell Ss that When asks generally about time and can be answered by e.g. a day of the week, a precise time, a period during the day Playing A Game: Questions Write different questions using Wh question words on different pieces of paper: What do you do on Saturdays? Where do you go in the summer? Who do you go to school with? When do you go to school? and put them in a box/bag. Ask each S to come to your desk, pick up a piece of paper, read the question written on it and answer it about himself/herself. Activity 3. Listen and number Draw Ss’ attention to the pictures and ask them what actions they can see in each one. Explain to Ss that they have to listen to the recording and number the pictures in the order they are mentioned. Formative Assessment Direct Ss’ attention to the two girls and ask them to say what they are doing. Match each place (island, village in the mountains) to a season (winter, summer) and to some of the activities provided. Take turns asking and answering questions about their holidays using the questions in the box. Descriptor: Learner: matches each place to a season uses the questions in the box correctly selects an appropriate answer to the questions acts out to exchange for the class.				KEY 1.a beach and a small village in the mountains Students listen to the teacher and come up with their own examples of sentences with the Wh-questions. Students come to the desk, pick up a piece of paper, read the question written on it and answer it about himself/herself. Key: a. 2 b. 4 c. 1 d. 3 Key: They are asking and answering questions about their holidays.		Peer Assessment Self-Assessment Oral Assessment Oral Assessment	Handouts https://www.twinkl.kz/resource/ca-c-15-exit-cards-activity-sheet Grammar Section in the Workbook. Pictures CD
	S elf-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: 8		MY HOLIDAYS
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		BEST FRIENDS; Where are the children?
Learning objective (s)		3.2.3.1 respond to basic questions with single words or short responses 3.3.5.1 read short, illustrated fiction and non-fiction stories written in very simple language using a dictionary. 3.5.1.14 use basic prepositions of place;
Lesson objectives		practice asking and answering about ability express opinion about the text identify the location
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	Talk in pairs. Imagine that your friend is visiting you for the holiday. You are talking on the phone about his/her visit. Make plan about what you can do together				Open answers
	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/phrase again in random order and have Ss point and repeat				KEY Nouns: party, present, star, home Phrase: take photos		Verbal Assessment	Flashcards
Practice Ending the lesson Feedback	Activity 2. Look at picture 6 and answer: Where are the children? Then listen and read. Ask them where the children are. Ask them to look at picture 6 and answer the question. 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 Asking and answering questions. Why does Leo look for Mia and Tom? (Because it’s time to go.) What does Tom want to do in frame 2? Take a photo. What does Zippy get in frame 4? A present. What is it? (A star.) Can Zippy talk back home? Yes, he can. Grammar Presentation. Stand in front of your desk and ask, Where am I? Then say, In front of the desk and gesture with your hands. Write the questions and answers on the board and ask Ss to guess the meanings of the prepositions. Give Ss some more examples by placing various classroom objects in front of, near and opposite other objects and asking them where they are Keep Moving song and miming actions Mime and say: Stand up, sit down! Keep moving! The pupils repeat after you. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen and look. Divide the class into two groups and assign a verse to each group. Play the song and each group sings the assigned verse. Play the song a third time. Activity 3. Look up the phrases in a dictionary and find their meanings. Draw Ss’ attention to the two phrases and read them aloud. Instruct Ss to use their dictionaries to look up the meanings of the phrases. Point out that to find the meanings of the two phrases, Ss have to find the dictionary entries for there and time respectively, and find the meanings of phrases formed with these words. Play a guessing game. Divide Ss into pairs, and explain that they have to choose one of the four places without revealing it to their partner, and then ask him her to guess where he/she is. Then SB asks questions about what he/ she can do there in order to find out which place his/her partner has chosen Descriptor: A learner: reads and understands the text completes the sentences. asks and answers the questions				KEY: 1. They are at a party at Zubu’s house. 2. They are at Leo’s house again. 3. Tom, Mia, Leo and Zippy are at a party at Zubu’s house. Leo is looking for Mia and Tom because it is time to go back home. Before they leave, one of Zippy’s friends gives him a present. When the children return to reality, they think Zippy can’t talk, but it is revealed that he actually can talk in the real world too Students sing a song Students look up the phrases in a dictionary and find their meanings		Oral Assessment Peer Assessment Peer Assessment Verbal Assessment	Handouts Worksheets Grammar tables Keep Moving song and miming actions Dictionary
	Pair share At the end of a lesson learners share with their partner: •Three new things they have learnt •What they found easy •What they found difficult •Something they would like to learn in the
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: 8		MY HOLIDAYS
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		OUR WORLD: Summer in Australia
Learning objective (s)		3.1.4.2 understand simple descriptions of people, actions, and objects with visual support; 3.3.4.1 find specific information in different types of texts (postcards, posters, flyers, messages, and notices: places, time, and prices); 3.5.1.15 use basic prepositions of time
Lesson objectives		identify means of transport practise prepositions of time (in/on/at) introduce the preposition by
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	Discovery activity. Start thinking. Answering questions. Write the word “transport” on the board. Ask them to tell you any means of transport they know of. ‘How do you go to school?				Open answers		Verbal Assessment	https://games4esl.com/wp-content/uploads/Transportation-Flashcards.pdf
	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/phrase again in random order and have Ss point and repeat				Key: Means of transport: plane, bus, train, ship Phrase: feed the animals		Oral Assessment	Song “What's This?”
	Activity2. Listen and read. Then answer: What do you do every day in summer? Ask them what kind of texts they think they are: a postcard, a text message and a poster Ask Ss if they have ever written and sent a postcard to somebody and if they have ever sent a text message. Read the title and tell Ss a few things about Australia. Play the recording, and ask Ss to point to the corresponding text as they listen. Detailed reading. Answering questions. Where is Jim? What season is it? What does he do every day? Where does Tom want to go on Sunday? How can they get there? What can you do at the zoo? What time does the zoo open? Draw Ss' attention to the question in the rubric e.g. I go to the beach and play with my friends every day in summer. Grammar Presentation: Prepositions Draw Ss’ attention to the prepositions: in is used before the seasons of the year, on is used before the days of the week and at is used before time. Direct Ss attention to the preposition by and guess when is used. the preposition by is used to describe how we travel. Activity 3. Look at the picture and remember. Я еду на автобусе – I go by bus Я еду на поезде – I go by train Я лечу на самолете – I fly by plane A ctivity 4. Listen and tick (4) a or b. Direct Ss’ attention to the two posters and ask them to read through them. Explain to Ss that they are going to listen to a dialogue between a boy and a girl about a new park in their town, and they have to tick the poster which corresponds with what they hear. Play the recording twice and have Ss do the activity. Play a guessing game. S1 Choose one of the three zoos shown in the posters without revealing it to his/ her partner. He/ She has to give SB information about the zoo, using the information on the poster. SB has to try to guess which zoo his/ her partner has chosen. Then Ss swap roles. Descriptor: A learner: identifies means of transport completes sentences with right prepositions of time (in/on/at) gives information by structure				Students listen and read, then answer the questions: What do you do every day in summer?. KEY 1.In Perth, Australia 2. It’s summer. 3. He goes to the beach. 4. To the zoo. 5. By train. 6. Feed the animals and buy T-shirts with animals. 7. At nine o’clock. Students guess and say. Students listen to a dialogue between a boy and a girl about a new park in their town, and they have to tick Answer: a Students guess and say.		Self-Assessment Peer Assessment Self- Assessment Peer Assessment Group Assessment	Handouts Worksheets Textbook Grammar in Tables Handouts CD Guessing Game.
Feedback	K ey Ideas: Students list the key ideas from the lesson and why they were important.
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: 8		MY HOLIDAYS
Teacher’s name:
Date:
Class:		Number present:			Number absent:
Theme of the lesson		PROJECT WORK: My Holiday
Learning objective (s)		3.2.3.1 respond to basic questions with single words or short responses; 3.4.3.1 create a poster or write a postcard, using words and simple phrases; 3.5.1.6 use interrogative pronouns who, what, where, how, and when to ask basic questions;
Lesson objectives		talk about souvenirs and holiday equipment practice asking and answering about prices write a postcard about one's family holiday use the structure how much is/how much are
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	Talk in Pairs. Revision of the vocabulary on numbers Ss count Song “Big numbers” T draws the picture of safe on the board and make Ss guess what it is; Then makes up in her mind the number the big one, explains that these sum is in the safe and children try to guess it;							Song “Big numbers” https://www. youtube .com/watch?v=e 0dJWfQHF8Y
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. Say the words again in random order and have Ss point and repeat.			KEY: Souvenirs: postcard, mug Nouns: map, sunglasses, pound			Oral Assessment	Flashcards
	Grammar Practice: How much - How much is it? -asking about prices \|ESL Song & Story- Learning English Hold up the mug you brought in and say, How much is it? It’s ten pounds. How much are these pens? They’re two pounds. Write the question and answer on the board, read them out and have Ss repeat after you. Activity2. Ask and answer about the prices. Then choose what to buy. Divide Ss into pairs, and explain that they have to ask and answer about the price of two or three objects in the activity and then decide which one they would like to purchase. Then they have to swap roles. Have a few pairs of Ss act out their exchange for the class. Physical Exercise. Body in Action The teacher will divide the class into groups of up to 5 students. Each group will receive a list of different types of physical exercises (e.g., running, swimming, weightlifting, yoga, pilates, etc.) and a series of cards with the names of parts of the human body (e.g., legs, arms, heart, lungs, etc.). PROJECT. Listen and read Direct Ss’ attention to the Writing tip. Read the tip aloud. Ask Ss to follow along in their books as you read. Read the Writing tip again and write a sentence on the board, e.g. My dad is very tall. Point out to Ss that we use very to strengthen the meaning of an adjective or adverb and emphasise what we want to say Formative Assessment. complete the postcard about their holiday draw or stick pictures of themselves matching what they have written on their postcard. present their postcards to the class. ask his/her partner the questions in the Student's Book. Descriptor: A learner: talks about holidays asks and answers about prices writes a postcard about family holiday uses how much is/how much are			Students read the text and guess the meaning of the how much is/ how much are KEY S1: Hello. How much are the postcards? How much is the hat? The hat, please S2: They‛re two pounds. It‛s twenty pounds. OK. My Holiday. Dear Andy, I’m in Devon in the UK with my dad, my mum and my sister. We come here in summer by plane. We swim and play on the beach all day. It’s very nice here! Tim Students do the project and present it, then ask and answer with your partner			Self- assessment Peer assessment Oral Assessment Peer Assessment	How much - How much is it? - asking about prices \| ESL Song & Story - Learning English https://youtu.be /I9YYtue3_Cs?si= 2sjQC_LuyPsg _lwf Worksheets Body in Action Writing tip. PROJECT Work
	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: 8		MY HOLIDAYS
Teacher’s name:
Date:
Class:		Number present:			Number absent:
Theme of the lesson		Unit revision8 Summative Assessment for the unit 8
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 3.4.4.1 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 put the words in the correct order practice adding a full stop (.) or a question mark (?)
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. 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 then 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. Explain to Ss that they have to label the pictures with the words in the box. Activity2. Put the words in the correct order. Explain to Ss that they have to put the words in the correct order to make sentences or questions. Activity 3. Read and complete with and or but. Explain to Ss that they have to read the sentences and complete them with and or but. Activity 4. 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 should add the correct punctuation.			KEY 1. star 2. sunglasses 3. map 4. present Key: 1.The cat is in front of the cinema. 2. The museum opens at 9 o’clock. 3. Can birds fly? 4. How much is the mug? Key: 1. and 2. but 3. but 4. an Key: 1. Can you take a photo? 2. I go fishing in summer. 3. How much are the sunglasses? 4. We don’t swim in winter			Self-assessment Verbal assessment Self- assessment	Handouts Handouts Handouts
	Self-assessment. ☺ I really understood this idea… I have a few questions about… before I can say I understand I don’t even know where to start on …
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?

Unit: 8		MY HOLIDAYS
Teacher’s name:
Date:
Class:		Number present:			Number absent:
Theme of the lesson		CLIL 8: Let’s go shopping!
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 3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
Lesson objectives		provide Ss with cross-curricular information on maths introduce different currencies
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. This lesson learners will revise holiday vocabulary and practice reading a story. Divide class into 3 groups and assign the task to complete the task 1 in worksheet 1. Set 2 minutes and check a s a whole class.			Open answers				Flashcards
Presentation Practice Feedback	Activity 1.Conveying the meaning of new items 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: Nouns: tenge, dollar			Verbal assessment	Key Words
	Activity2. Recognition exercise. Listen and read. Then answer: Do you like going shopping? Ask them what they see (flags from three different countries: Kazakhstan, the USA, the UK; and some souvenirs) and what the texts are going to be about (shopping around the world). Play the recording and ask Ss to point to the appropriate pictures. Ask Ss some comprehension questions: What does the girl want to buy from Kazakhstan? How much is it? What does the girl want to buy from the USA? How much is it? What does the girl want to buy from the UK? How much is it? Activity 3. How much is it? Look and write. Then say. Ss look at the pictures and the prices and do the calculations.			Key: flags from three different countries: Kazakhstan, the USA, the UK; and some souvenirs; shopping around the world; KEY 1. A postcard. 2. It's 100. 3. A mug. 4. It's $15. 5. A T-shirt. 6. It's £20. KEY 1. £65 2. £70 3. £95			Self Assessment Peer assessment	Worksheets Flags PPT Question Cards Handouts
	FEEDBACK Teacher gives feedback for learners. This might be done in oral form. Students reflect on their learning by gestures:						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: 8		MY HOLIDAYS
Teacher’s name:
Date:
Class:		Number present:		Number absent:
Theme of the lesson		STORY 4 (MODULES 7-8): At The Beach
Learning objective (s)		3.1.5.1.use contextual clues to predict content in short, supported talk on a limited range of familiar topics. 3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
Lesson objectives		listen to a story and read for pleasure read and consolidate vocabulary and structures presented in modules 7 and 8
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. Discuss. What is your name? Can you ride a bike? Do you go to school by bus? What types of vehicles do you know? Do you fly by plane?			Open answers			Flashcards
Presentation Practice Ending the lesson Feedback	Activity 1. Picture description 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 in random order and have Ss point and repeat. Activity 2. Look and answer: What do the girls do at the beach? Then listen and read. Before reading: Listen to and read a story with the title At the Beach Ask Ss to tell you where they think the children in the story are. Look at the first three frames in the story on p.102 and guess what will happen next 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 prediction After reading: Ask Ss some comprehension questions. Encourage Ss to answer. !!!!VALUE. Draw Ss’ attention to the value and read it aloud. Explain it and discuss it with Ss. Then read the question and elicit answers. Ask Ss: Is it good to meet new people? Is it important to forgive other people? Is it easy to forgive our friends? Have you ever forgiven your friends for something they had done? What did they do?			Key: Nouns: turtle, lizard Key: Two sisters get up at ten o’clock on a Saturday morning. They decide to go to the beach, since the weather is hot. The girls play with the sand and create a town, with a school and a zoo made of sand. There are also two turtles in the zoo. Two other children come up and ask if they can play with them. They introduce their pet lizard and place it in the zoo. However, the lizard’s tail knocks down the school. The two girls forgive their new friends and they all have fun on the beach. The lizard and the turtles get along very well.		Oral Assessment Self Assessment Peer Assessment	Pictures Worksheets Handouts
	Activity 3. Read and write Yes or No Direct Ss’ attention to the three sentences and ask them to read them. Explain to Ss that they have to look at the story again and write Yes or No.			KEY 1. No 2. No 3. Yes		Verbal assessment	Handouts
	Playing A Game. 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			Students put the pieces together		Group Assessment	Envelope with a colour photocopy
	Activity 4. Read activity 2 again and circle. Explain to Ss that they have to read the sentences, refer to the story again and circle the correct answer.			KEY 1. home 2. lizard 3. two		Self- Assessment	Tables
	Self-assessment: Postcard Students are given an index card and they write a postcard to their parents explaining the day’s lesson.
Homework	Unit revision Workbook
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?

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Шет тілі Сабақ жоспары 3 сынып

25.04.2025

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