1 класс Smiles

LESSON: 1 Let’s start School: Titova secondary school
Date: Teacher name: Sailaukyzy Aigerim
CLASS: Number present: absent:

Learning objectives(s) that S1 make basic personal statements and simple statements
this lesson is contributing to about objects
L3 recognize with support simple greetings
Lesson objectives All learners will be able to:
 Pronounce their names
 Recognize simple greetings
Most learners will be able to:
 Recognise and pronounce basic greetings
Some learners will be able to:
 Recognise and pronounce basic greetings without
mistakes
Previous learning --------
Plan
Planned timings Planned activities (replace the notes below with Resources
your planned activities)
10
minutes ORGANISATION MOMENT:
Write my name on the board and introduce myself:
Hello! I`m Aigerim. Encourage the pupils to say
Hello!
Repeat their names as: My name`s …
20
minutes PRE-LEARNING Pictures of Liam,
 Work with a poster. Put up the Smiles poster Charlie,
on the board. Point to Lilly and say Lilly. Nanny,Rose
The pupils repeat chorally and individually.
Follow the same procedure and present the
rest of characters\Liam, Charlie, Nanny,
Rose\
 Ask them if they would like to have a pet

chimp. Why\why not? Nanny Rose is their
nanny. Explain what a nanny is and ask
them if they have or ever had one.
Music
 Pupil`s book open. Play the CD. The pupils
listen and point to the characters.
 Adioscript
-Hello, I`m Nanny Rose.
-Hello, I`m Liam
-Hello, I`m Lilly.... Hello, Charlie!
 Sing a song. Ask pupils to hold up their CD. Track 03
Smiles. Say: Smile, we`re the smile. Explain
what smile means. Play the CD. The pupils
5
minutes ENDING THE LESSON:
To ask the pupils to introduce themselves to their
classmates:
e.g. Pupil 1: Hello, I`m Berik.
Pupil 2: Hello, I`m Dana
Additional information
Differentiation – how do you Assessment – how are you Cross-curricular links
plan to give more support? planning to check Health and safety check
How do you plan to challenge learners’ learning? ICT links
the more able learners? Values links
 Create mixed ability pairs  through questioning and  Art

for speaking activity. the redirecting of
questioning in feedback
activities
 through observation in
pair work
Reflection Use the space below to reflect on your lesson. Answer the most
Were the lesson relevant questions from the box on the left about your lesson.
objectives/learning
objectives realistic?
What did the learners
learn today?
What was the learning
atmosphere like?
Did my planned
differentiation work
well?
Did I stick to timings?
What changes did I
make from my plan
and why?
Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next
lesson?
LESSON: 2 Greetings. School: Titova secondary school

Learning objectives(s) L2 recognise with considerable support a few basic personal
that this lesson is questions spoken slowly and distinctly
contributing to S3 pronounce basic words and expressions intelligibly
 Say “Hello. I`m… “
 Ask “What`s your name?”
 Ask and answer the question “What`s your name?”
 My name is… and greet smb`s.
 Greet, ask and answer the questions without mistakes
Previous learning Let’s start
Plan
Planned Planned activities (replace the notes below with Resources
timings your planned activities)
10
Hello, boys and girls! Let`s revise the language from
the previous lesson. Pat a pupil on the shoulder. The
pupil introduce him\herself and rest of the class greet
him.
E.g. Hello, I`m Kanat.
Hello, Kanat
20
minutes PRE-LEARNING
 Work with flashcards. Put the flashcards on
the board. Point to them, one at a time and flashcards
name them.the pupils repeat them chorally,
individually.
 Pretend that you are living the classroom. Ask
pupils to greet you.
CD track 04
 Play CD. The pupils listen, point to the
pictures and repeat the greetings.
 Make the following short conversation with
the help of pupils. CD track 05
 Let`s listen! Play CD again with pauses for
the pupils to repeat: Hello, I`m Nanny. Rose... CD track 06
 Ask the pupils to leave while waving and
saying goodbye.
5
Revision Activity book
Sing the song Hello song.
Activity Book. P.20
Differentiation – how do Assessment – how are you Cross-curricular links
you plan to give more planning to check learners’ Health and safety check
support? How do you plan learning? ICT links
to challenge the more able Values links
learners?

activities
pair work
objectives/learning
objectives
realistic?
What did the
learners learn
today?
What was the
learning
atmosphere like?
Did my planned
differentiation
work well?
Did I stick to
timings? What
changes did I
make from my
plan and why?
Summary evaluation
1:
2:
1:
2:
lesson?
LESSON: 3 About myself. School: Titova secondary school

 Say “Hello. My name’s… “
 Ask “What`s your name?”
 Ask and answer the question “What`s your name?”
 My name is… and greet smb`s.
 Greet, ask and answer the questions without mistakes
Previous learning Greetings
Plan
10
Hello, boys and girls! Let`s revise the language from
the previous lesson. Pat a pupil on the shoulder. The
pupil introduce him\herself and rest of the class greet
him.
E.g. Hello, my name’sAlibek.
Hello, Alibek.
20
 Work with flashcards. Put the flashcards on
the board. Point to them, one at a time and flashcards
name them.the pupils repeat them chorally,
individually.
 Pretend that you are living the classroom. Ask
pupils to greet you.
CD track 04
 Play CD. The pupils listen, point to the
pictures and repeat the greetings.
 Make the following short conversation with
the help of pupils. CD track 05
 Let`s listen! Play CD again with pauses for
the pupils to repeat: Hello, I`m Nanny. Rose... CD track 06
5
Revision Activity book
 Sing the song Hello song.
 Ask the pupils to leave while waving and
saying goodbye.
learners?

activities
pair work
objectives/learning
objectives
realistic?
What did the
learners learn
today?
What was the
learning
atmosphere like?
Did my planned
differentiation
work well?
Did I stick to
timings? What
changes did I
make from my
plan and why?
Summary evaluation
1:
2:
1:
2:
lesson?
LESSON: 4 My family School: Titova secondary school

Learning objectives(s) S6 exchange simple greetings and sayplease, sorry andthank you
that this lesson is L2 recognise with considerable support a few basic personal
contributing to questions spoken slowly and distinctly
 Name the family members
 Recognize simple words
 Name the family members without mistakes
 Ask about family members
 Name the family members and talk about them
Previous learning About myself
Plan
10
Ask a pupil to come to the front. Ask him/her to close
his/her eyes. Ask another pupil to say hello. The pupil
with the closed eyes tries to guess who it is. Repeat
with some more pairs.
Play the Hello song CD Track 05
20
 Work with flashcards. flashcards
 Play the CD. The pupils listen, point to the
pictures and repeat the words.
 Read the words. Ask the pupils to repeat after
you. The pupils draw the family members in
the space provided. Allow the pupils some
time to complete the activity.
 Sing the Family song. CD Track 08
 Let’s listen. Set the scene by asking the pupils
questions about what they can see in the CD Track 09
pictures.
5
The pupils in pairs take turns saying a family
member’s name and the other has to guess who it is. Activity Book
Activity Book, page 21
learners?

activities
pair work
objectives/learning
objectives
realistic?
What did the
learners learn
today?
What was the
learning
atmosphere like?
Did my planned
differentiation
work well?
Did I stick to
timings? What
changes did I
make from my
plan and why?
Summary evaluation
1:
2:
1:
2:
lesson?
LESSON: 5 Colours School: Titova secondary school

Learning objectives(s) UE3 use basic adjectives and coloursto say what someone
that this lesson is /something is or has
contributing to L3 recognise the spoken form of a limited rangeof basic and
everydayclassroom words
 Name the colours
 Identify colours
 Recognise and name the colours
 Ask what colour it is
 Name the colours and ask what colour it is without
mistakes
Previous learning My family
Plan
10
Work with flashcards. Put up the flashcards on the
board. Point to the family members. Ask a pupil to
name it. Ask the rest of the class for verification.
Play the Family song
CD Track 08
20
 Put up the Pretty Colours poster on the board. CD Track 10
Point to the colours, one at a time, and say
them. Ask the pupils to take out their coloured
pencils. Name a colour, e.g blue. Ask the
pupils to raise their blue coloured pencil.
pictures and repeat the words. Audioscript:
red, blue, green, yellow, purple, orange
 Let’s listen! Set the scene by asking the pupils CD Track 11
questions about what they can see in the
pictures.
 Listen and colour. CD Track 12
 Sing the Colours song CD Track 13
5
Draw a simple sketch of a traffic light on the board.
Ask a pupil to come to the board and ask What colour
is it? Put one of the circles you have prepared on the
traffic light, e.g the green one. The rest of the class
says: It’s green, go. The pupil follows the instruction.
learners?

activities
pair work
objectives/learning
objectives
realistic?
What did the
learners learn
today?
What was the
learning
atmosphere like?
Did my planned
differentiation
work well?
Did I stick to
timings? What
changes did I
make from my
plan and why?
Summary evaluation
1:
2:
1:
2:
lesson?
LESSON: 6 My favourite colour School: Titova secondary school

Learning objectives(s) UE3 use basic adjectives and coloursto say what someone
that this lesson is /something is or has
contributing to L3 recognise the spoken form of a limited rangeof basic and
everydayclassroom words
 Recognise and name the colours
 Say “My favouritecolour is …”
 Ask what colour it is
 Name the colours and ask What is your favourite colour?
without mistakes
Previous learning Colours
Plan
10
Put up the Pretty Colours poster on the board. Point to
the colours, one at a time, and say them. Ask the
pupils to take out their coloured pencils. Name a
colour, e.g blue. Ask the pupils to raise their blue
coloured pencil. CD Track 08
Play the “Colours” song
20
 Play the CD. The pupils listen, point to the CD Track 10
pictures and repeat the words. Audioscript:
red, blue, green, yellow, purple, orange
CD Track 11
 Let’s listen! Set the scene by asking the pupils
questions about what they can see in the
pictures.
 Listen and colour. CD Track 12
 Sing the Colours song CD Track 13
5
Show a red coloured pencil and ask:What colour is it?
Have the pupils repeat after you. Then say: red! The
colour is red. Follow the same procedure and ask
other colours.
learners?

activities
pair work
objectives/learning
objectives
realistic?
What did the
learners learn
today?
What was the
learning
atmosphere like?
Did my planned
differentiation
work well?
Did I stick to
timings? What
changes did I
make from my
plan and why?
Summary evaluation
1:
2:
1:
2:
lesson?
LESSON: 7Our world “Your School: Titova secondary school
favourite character”

Learning objectives(s) that L2 recognise with considerable support a few basic personal
this lesson is contributing to questions spoken slowly and distinctly
S3 pronounce basic words and expressions intelligibly
 Say the famous characters

 Say the famous characters and talk about them
 Present their famous characters
Previous learning My favourite colour
Plan
Planned timings Planned activities (replace the notes below with Resource
your planned activities) s
5
Ask the pupils to present their projects from the Projects
previous lesson.
 Who is it? Find and draw lines
20
 Put up the world map. Point to the UK and
say: This is the UK. Ask the pupils to tell Map
you what they know about this country, e.g
capital city, flag, famous people. Follow the
same procedure with the USA and Japan.
 Play the CD
 Draw your favourite character
 Sing the Mixing Colours song CD Track
 Complete. The pupils look at the colour 15
combinations and colour in the missing
colours. Allow the pupils some time to
complete the activity.
15
Hand out the colour wheels. Ask the pupils to colour
them in. The colour wheel can help them remember
primary and secondary colours.
Differentiation – how do you plan to Assessment – how are you Cross-curricular
give more support? How do you planning to check learners’ links
plan to challenge the more able learning? Health and safety
learners? check
ICT links
Values links
 Create mixed ability pairs for  through questioning and  Art
speaking activity. the redirecting of
activities
pair work
objectives/learning
objectives
realistic?
What did the
learners learn
today?
What was the
learning
atmosphere like?
Did my planned
differentiation
work well?
Did I stick to
timings? What
changes did I
make from my
plan and why?
Summary evaluation
1:
2:
1:
2:
lesson?
LESSON: 8 Story time! The queen bee! School: Titova secondary school

 Listen to the story

 Listen to the story and understand
 Listen to the story, understand and draw
Previous learning Our world “Your favourite character”
Plan
10
Draw simple sketches of a bee, an ant and a duck on
the board. Have a discussion about what these animals
do, e.g fly, dig in the ground. How can they help a
kind young man? Accept all answers. Then explain to
the pupils that they are going to listen to a story about
a young man and these animals.
20
 Play the CD. CD Track 16
 There were three brothers. Two of them were
mean and cruel and wanted to destroy
everything around them. They tried to harm
the animals they came across like ants, ducks
and bees. The third brother was nice and kind
and didn’t let them harm these animals. One
day the three brothers came across an
enchanted castle. At the castle there was a
little old man who asked for their help. They
were to perform three tasks. Whoever was
successful would free the castle. In the end,
the youngest brother married the youngest
princess. Story cards
 Story cards. Ask the pupils to come and put
the cards in the right order.
5
Project: My queen bee
Activity Book, page 24 Activity Book
learners?

activities
pair work
objectives/learning
objectives
realistic?
What did the
learners learn
today?
What was the
learning
atmosphere like?
Did my planned
differentiation
work well?
Did I stick to
timings? What
changes did I
make from my
plan and why?
Summary evaluation
1:
2:
1:
2:
lesson?
LESSON: 9 Check point 1 School: Titova secondary school

 Write the module test

 Write and understand the tasks of the test
 Write the test without mistakes
Previous learning Story time! The queen bee
Plan
10
Review the colours and family members.
Daddy, mummy, brother, sister.
Red, green, blue, yellow, orange, purple.
20
Listen and colour.

1- blue
2- red
3- yellow
4- green
5- purple
Draw lines to match

1- a
2- c
3- b
4- d
5
Circle the odd out.
1- 4
2- 1
3- 3
learners?

activities
pair work
objectives/learning
objectives
realistic?
What did the
learners learn
today?
What was the
learning
atmosphere like?
Did my planned
differentiation
work well?
Did I stick to
timings? What
changes did I
make from my
plan and why?
Summary evaluation
1:
2:
1:
2:
lesson?
LESSON:10My school. Numbers 1-5 School: Titova secondary school

Learning objectives(s) L1 recognise short instructions for basicclassroom
that this lesson is routinesspoken slowly anddistinctly
contributing to S1 make basic personal statementsand simple statements
aboutobjects
 Count the numbers 1-5

 Count the numbers without mistakes
 Count the numbers and ask questions
Previous learning Check point 1
Plan
10
Name a colour, e/g blue. Ask a pupil to name three
more colours. Repeat with some more pupils.
20
 Put up the My numbers poster on the board. Poster
Point to numbers 1-5, one at a time, and say
the corresponding words. The pupils repeat,
chorally and individually. Ask individual
pupils to say the word. Ask the rest of the
class for verification. Spread out five pens on
your desk. Say a number, e.g four. Ask a pupil
to come to the front, pick up four pens, show
them to the class, and say the number.
 Play the CD.
 The pupils work in pairs. They first decide and
colour the numbers in the ME section. Then
they ask their friends and colour the numbers
in the MY FRIEND section. CD track 19
 Sing the Numbers song. CD track 20
 Let’s listen!
5
Ask the pupils which is their favourite number (from
1 to 5). Ask them to write it on a piece of paper. Then
ask them to decorate their paper with items denoting
that number.
learners?

activities
pair work
objectives/learning
objectives
realistic?
What did the
learners learn
today?
What was the
learning
atmosphere like?
Did my planned
differentiation
work well?
Did I stick to
timings? What
changes did I
make from my
plan and why?
Summary evaluation
1:
2:
1:
2:
lesson?
LESSON: 11 School objects School: Titova secondary school

Learning objectives(s) UE1 use common singular and pluralnouns to say what and
that this lesson is where things are
contributing to S1 make basic personal statementsand simple statementsabout
objects
 Recognize the school objects
 Name the school objects
 Name the school objects without mistakes
 Recognize, name and ask questions about school objects
Previous learning Numbers 1-5
Plan
10
Hand out a slip of paper to each pupil. Explain the
activity. The pupils move around the classroom,
trying to find their classmates with the same number.
They ask and answer without showing their slip of
paper.
The pupils get into groups according to the number of
their slip of paper. When all the groups have been
formed, check that the pupils are in the correct group.
20
 Put up the flashcards, one at a time, and say
the corresponding words. The pupils repeat
chorally and individually.
 Play the CD.
 Trace and colour. Refer the pupils to the
picture and elicit the school items. Revise the
colours by pointing to different items around
the classroom and eliciting the colours. Ask
the pupils to trace and colour the school items.
Allow the pupils some time to complete the
activity. Then call out an item and ask from
individual pupils to point to it and say what
colour it is.
 Sing the Get your pencil song
 Let’s listen CD track 22
CD track 23
5
You whisper a school item to the first child, who
whispers it to the child sitting next to him/her and so
on. The last child calls out the word.
learners?

activities
pair work
objectives/learning
objectives
realistic?
What did the
learners learn
today?
What was the
learning
atmosphere like?
Did my planned
differentiation
work well?
Did I stick to
timings? What
changes did I
make from my
plan and why?
Summary evaluation
1:
2:
1:
2:
lesson?
LESSON:12 Numbers. School: Titova secondary school


Learning objectives(s) that L1 recognise short instructions for basicclassroom
this lesson is contributing to routinesspoken slowly anddistinctly
S1 make basic personal statementsand simple statements
aboutobjects
 Count the numbers 6-10

 Count the numbers without mistakes
 Count the numbers and ask questions
Previous learning School objects
Plan
10
Name two school items, e.g. a book and a pen. Ask
a pupil to bring them. Repeat with as many pupils
as you think is necessary.
20
 Put up the My numbers poster on the board. Poster
Point to numbers 1-5 and elicit them.Then
point to numbers 6-10, one at a time, and
present them. The pupils repeat, chorally
and individually. Ask individual pupils to
say the word. Ask the rest of the class for
verification.
numbers and repeat them. Play the CD again
pousing after each number. CD track 24
 Audioscript: six, seven, eight, nine, ten. CD track 25
 Let’s listen!
5
minutes ENDING THE LESSON
The pupils then work in pairs. They ask and answer CD track 26
questions about the number of the items they have
circled.
CD track 27
Sing the Pencils in my schoolbag song!
Differentiation – how do you Assessment – how are you Cross-curricular links
plan to give more support? planning to check Health and safety check
How do you plan to challenge learners’ learning? ICT links
the more able learners? Values links

activities
pair work
objectives/learning
learn today?
atmosphere like?
Did my planned
well?
What changes did I
make from my plan
and why?
Summary evaluation
1:
2:
1:
2:
lesson?
LESSON: 13 My school things School: Titova secondary school

Learning objectives(s) UE1 use common singular and pluralnouns to say what and
that this lesson is where things are
contributing to S1 make basic personal statementsand simple statementsabout
objects
 Recognize the school objects
 Name the school objects
 Name the school objects without mistakes
 Recognize, name and ask questions about school objects
Previous learning Numbers.
Plan
10
Write the numbers 1-10 on the board. Let the pupils
look at them for one minute. Then ask them to close
their eyes. Erase a number. Ask them to open their
eyes. Ask a pupil to tell you which number you have
erased.
15
 Explain the activity. Point to the book and ask:
How many books? Elicit: Five. Say:
Yes,fivebooks.allow the pupils some time to
complete the activity. Check the pupil’s
answers.
 Refer the pupils to the picture and explane that
they are going to make finger numbers. Hand
out the photocopies. Guide them through the
cutting, gluing and colouring of the finger
numbers. Ask questions e.g. what colour is
number 5? Etc.
10
Minutes ENDING THE LESSON:
Let’s play. What’s this? Activity Book
Activity Book, page 31.
learners?

activities
pair work
objectives/learning
objectives
realistic?
What did the
learners learn
today?
What was the
learning
atmosphere like?
Did my planned
differentiation
work well?
Did I stick to
timings? What
changes did I
make from my
plan and why?
Summary evaluation
1:
2:
1:
2:
lesson?
LESSON: 14 Our world “Your school” School: Titova secondary school

Learning objectives(s) that L2 recognise with considerable support a few basic
this lesson is contributing to personal
questions spoken slowly and distinctly
S3 pronounce basic words and expressions intelligibly
 The pupils can draw their own school.

 The pupils can draw their own school and can listen
and point to the pictures.
 The pupils can draw their own school and talk about
it without mistake.
Previous learning My school things.
Plan
5
Ask the pupils to present their projects from the Projects
previous lesson.
20
 Put up the world map. Point to the UK and
say: This is the UK. Ask the pupils if they Map
have any friend or relatives from this
country. What do they think school are like
in this country? Have a class discussion, in
L1 if necessary. Follow the same procedure
with Kazakhstan.
 Play the CD. The pupils listen and point to CD Track
the pictures. Play the CD again pousing
after each sentence. The pupils repeat,
chorally and/or individually.
 Ask the pupils to draw their own school.
Then they come to the front of the
classroom and talk about it. Make sure you
display their drawing somewhere in the
classroom.
15
Tell the pupils that they are going to play a game
called Chinese Whispers. Explain the rules.
Approach a pupil at the front desk and whisper a
word from the module. Ask him/her to whisper the
same word to the pupil who is sitting next pupil,
etc. Ask the last pupil to call out the word.
Differentiation – how do you plan to Assessment – how are you Cross-curricular
give more support? How do you plan planning to check learners’ links
to challenge the more able learners? learning? Health and safety
check
ICT links
Values links
activities
pair work
Reflection Use the space below to reflect on your lesson. Answer the
Were the lesson most relevant questions from the box on the left about
objectives/learning objectives your lesson.
realistic?
What did the learners learn
today?
atmosphere like?
Did my planned differentiation
work well?
Did I stick to timings? What
changes did I make from my
plan and why?
Summary evaluation
1:
2:
1:
2:
lesson?
LESSON: 15 Story time! Count to ten! School: Titova secondary school

 Listen to the story

 Listen to the story and understand
 Listen to the story, understand and draw
Previous learning Our world “Your favourite character”
Plan
10
Write a number on the board, e.g. six. Ask the
pupils to tell you different ways to count to six. For
example, two and four is six. Can they think of other
ways.
20
 Play the CD. The pupils listen and follow CD Track 29
along in their books. Play the CD again. The
pupils repeat, chorally and/or individually.
 Story cards. Put up the story cards in random Story cards
order. Ask the pupils to come and put the
cards in the right order. Play the CD for
verification.
Assign roles and allow the pupils, in groups,
some time to rehearse. Ask the groups to act
out the story. They can use the story cards for
help.
5
learners?

activities
pair work
objectives/learning
objectives
realistic?
What did the
learners learn
today?
What was the
learning
atmosphere like?
Did my planned
differentiation
work well?
Did I stick to
timings? What
changes did I
make from my
plan and why?
Summary evaluation
1:
2:
1:
2:
lesson?
LESSON: 18. Objects around me. School: Titova secondary school


Learning objectives(s) L1 recognise short instructions for basicroomobjects spoken
that this lesson is slowly anddistinctly
contributing to S1 make basic personal statementsand simple statements
Aboutobjects
 Recognize the room objects
 Name the room objects
 Name the room objects without mistakes
 Recognize, name and ask questions about room objects
Previous learning
Plan
10
Review the colours and numbers.
Red, green, blue, yellow, orange, purple.
One, two, three, four, five, six, seven, eight, nine, ten.
20
 Put up the My room!poster on the board. Poster
Point to the things inside a room (bed, chair,
TV, table, desk). interactive board
 Play the CD.
 The pupils listen, point to the pictures and
repeat the words. Play the CD again pausing
after each word. The pupil’s repeat, chorally
and/or individually. Then say: Look at my CD track 31
room! This is my bed. It’s blue! Ask the pupils CD track 32
to repeat after you.
 Sing the My room song!
 Let’s listen!
5
Focus the pupils’ attention on the picture illustrating
ex.1. Have them look at the picture for two minutes
before they close their eyes. Divide the class in two
teams, A and B. ask individual pupils from both
teams questions about the picture.
e.g. Teacher: What colour is the bed?
Pupil: Blue!
Teacher: Correct! etc.
learners?

activities
pair work
objectives/learning
objectives
realistic?
What did the
learners learn
today?
What was the
learning
atmosphere like?
Did my planned
differentiation
work well?
Did I stick to
timings? What
changes did I
make from my
plan and why?
Summary evaluation
1:
2:
1:
2:
lesson?
LESSON: 19. Furniture. School: Titova secondary school

Learning objectives(s) L1 recognise short instructions for basic names of the furnitures
that this lesson is spoken slowly and distinctly
contributing to S1 make basic personal statements and simple statements
about furnitures.
 Recognize the furnitures
 Name the furnitures
 Name the furnitures in the room without mistakes
 Recognize, name and ask questions about furnitures
Previous learning
Plan
10
Review the numbers and ABC.
S, G, Y, I, O, A, W, V, N, K, P, Q, Z, D, J, L, B, M
One, three, five, seven, two, four, ten, eight, nine
20
 Ask the pupils to tell you two things they have Poster
in their rooms. E.g. Teacher: What’s in your
room? interactive board
Pupil 1: An armchair and a lamp.
 Play the CD.
 The pupils listen to the song. Divide the pupils
into two groups and assign a verse to each
group. Play the song again and encourage the CD 1 track 37
groups to sing the designated verses. Time
permitting, play the song a third time for the
pupils to sing the song as a class.
 Audioscript
I’ve got a sofa,
I’ve got a bed!
I’ve got a table,
And I’ve got a shelf!
I’ve got lots and lots of furnitures,
Come and play with me!
5
Teacher shows the class the pictures of the furnitures
in the house. After they should memorize the new
vocabulary. There are given a task to say furnitures
when they see a pictures.
E.g. Teacher: What is this, children?
Pupil 1: It’s a lamp.
learners?

activities
pair work
objectives/learning
objectives
realistic?
What did the
learners learn
today?
What was the
learning
atmosphere like?
Did my planned
differentiation
work well?
Did I stick to
timings? What
changes did I
make from my
plan and why?
Summary evaluation
1:
2:
1:
2:
lesson?
LESSON: 21. Commands School: Titova secondary school
CLASS: 1 Number present: absent:

Learning objectives(s) L1 recognise short instructions for basic commands spoken
that this lesson is slowly and distinctly
contributing to S1 make basic personal statements and simple statements
Using commands.
 To give and follow the commands

 To tell the commands
 Recognize, name and ask questions and make sentences
with the commands.
Previous learning
Plan
10
Put up the My Room! Poster on the board. Point to the
items, one at a time and say a word. Ask the pupils to
say yes or no.
e.g. Teacher: (pointing to the bike) Bike.
Pupil 1: Yes!
Teacher: (Pointing to the doll) Car.
Pupil 2: No!etc.
20
 P Put up the flashcards, one at a time, and say Flashcards
the corresponding words. The pupils repeat,
chorally and/or individually. Point to each
flashcard in random order. Ask individual
pupils to say the commands. Ask the rest of CD track 38
the class for verification. Give a command,
e.g. stand up. The pupils follow it.
 Set the scene by asking the pupils questions
about what they can see in the pictures.
 E.g. Teacher: (pointing to picture 1) Oh, silly
TV! Can Nanny help?
 Class: Yes!
Teacher: Yes! (pointing to the TV in picture 2) Look!
Thanks, Nanny! (pointing to picture 3) Look at Lily!
Clap your hands! etc
5
Go around and assign a command to each pupil. Give
a command. The pupils with the assigned command
perform it. Repeat with the rest of the commands.
learners?

activities
pair work
objectives/learning
learn today?
atmosphere like?
Did my planned
well?
What changes did I
make from my plan
and why?
Summary evaluation
1:
2:
1:
2:
lesson?
LESSON: 22. My favourite toys School: Titova secondary school

Learning objectives(s) L1 to consolidate the language of the module; to develop the 5
that this lesson is motor skills through craftworks; to produce a project about their
contributing to toys.
S1 make basic personal statements and simple statements
about favourite toys.
 To speak about pupils favourite toys.
 To use an active vocabulary.
 To speak about the toys
 To learn the new words and use them in speech
Previous learning
Plan
10
Review the commands:
Stamp your feet, clap your hands, stand up, sit down,
hands up, hands down, jump, hop, point to the
window.
20
 Beginning of the lesson. Poster
Ask individual pupils to come to the front of the class
and mime an action. The class must guess what the interactive board
pupil is going. Play the Come on everybody song from
the previous lesson. Encourage the pupils to sing and
do the actions.
Revise numbers 1-10 and the items. Explain the

activity. The pupils look at the picture, find the items, CD 1 track 40
count and write the appropriate number. Allow the
pupils some time complete the activity. Then ask
individual pupils to repeat back to the class.
5
The pupils work in groups. Each group is given a shoe
box and some Plasticine.
They work together to produce a room. They can
draw and colour things like windows and make a
table, a bed, a TV, etc out of Plasticine. It is advisable
to have a model so that the pupils can use it as a point
of reference. Check round the classroom providing
any necessary help.
learners?

activities
pair work
objectives/learning
objectives
realistic?
What did the
learners learn
today?
What was the
learning
atmosphere like?
Did my planned
differentiation
work well?
Did I stick to
timings? What
changes did I
make from my
plan and why?
Summary evaluation
1:
2:
1:
2:
lesson?
LESSON: 22. My favourite toys School: Titova secondary school

Learning objectives(s) L1 to consolidate the language of the module; to develop the 5
that this lesson is motor skills through craftworks; to produce a project about their
S1 make basic personal statements and simple statements
about favourite toys.
 To speak about pupils favourite toys.
 To use an active vocabulary.
 To speak about the toys
 To learn the new words and use them in speech
Previous learning
Plan
10
Review the commands:
Stamp your feet, clap your hands, stand up, sit down,
hands up, hands down, jump, hop, point to the
window.
20
 Beginning of the lesson. Poster
Ask individual pupils to come to the front of the class
and mime an action. The class must guess what the interactive board
pupil is going. Play the Come on everybody song from
the previous lesson. Encourage the pupils to sing and
do the actions.
Revise numbers 1-10 and the items. Explain the

activity. The pupils look at the picture, find the items, CD 1 track 40
pupils some time complete the activity. Then ask
individual pupils to repeat back to the class.
5
The pupils work in groups. Each group is given a
shoe box and some Plasticine.
any necessary help.
learners?
activities
pair work
objectives/learning
objectives
realistic?
What did the
learners learn
today?
What was the
learning
atmosphere like?
Did my planned
differentiation
work well?
Did I stick to
timings? What
changes did I
make from my
plan and why?
Summary evaluation
1:
2:
1:
2:
lesson?
LESSON: 23. Our world «A picture of the School: Titova secondary school
transport»
Date: Teacher name: Aben Zhuldyz

Learning objectives(s) L1 To consolidate the language of the module; to develop fine
that this lesson is motor skills through craftwork; to produce a project about their
 To learn to count to ten
 To use the room objects
 To speak about room
 To describe the toys
Previous learning
Plan
10
Ask individual pupils to come to the front of the class CD 1 Track 40
and mime an action. The class must guess what the
pupil is doing.
Play the Come on everybody song from the previous
lesson. Encourage the pupils to sing and do the action.
20
minutes PRE-LEARNING:
Revise numbers 1-10 and the items. Explain the Craftwork
activity. The pupils look at the picture, find the items,
pupils some time to complete the activity. Then ask
individual pupils to report back to the class.
Answer key
2 kites
3 trains
6 cars
5 dolls
1 bike
4 planes
any necessary help.
5
(An activity to consolidate the language of the Project Time
lesson.)
Divide the class into pairs. Tell the pupils that you are
moving and they have to help you move furniture of
your room. Assign an item to each pair, e.g. a TV set
to one pair, a bed to another, etc. The pupils mime
moving the item across the room to a designated spot
where a supposed removal van is.
learners?
activities
pair work
LESSON: 23. Our world «A picture of the School: Titova secondary school
transport»
Date: Teacher name:

that this lesson is motor skills through craftwork; to produce a project about their
 To learn to count to ten
 To use the room objects
 To speak about room
 To describe the toys
Previous learning
Plan
10
Ask individual pupils to come to the front of the class CD 1 Track 40
and mime an action. The class must guess what the
pupil is doing.
Play the Come on everybody song from the previous
lesson. Encourage the pupils to sing and do the action.
20
Revise numbers 1-10 and the items. Explain the Craftwork
activity. The pupils look at the picture, find the items,
pupils some time to complete the activity. Then ask
individual pupils to report back to the class.
Answer key
2 kites
3 trains
6 cars
5 dolls
1 bike
4 planes
any necessary help.
5
(An activity to consolidate the language of the Project Time
lesson.)
Divide the class into pairs. Tell the pupils that you are
moving and they have to help you move furniture of
your room. Assign an item to each pair, e.g. a TV set
to one pair, a bed to another, etc. The pupils mime
moving the item across the room to a designated spot
where a supposed removal van is.
learners?

activities
pair work
LESSON: 24.Storytime «The little engine School: Titova secondary school
that could»

Learning objectives(s) L1. To develop listening comprehension skills through a story;
that this lesson is to listen to a story from America about how a small train with
contributing to determination helps a bigger one.
 To talk about the transports

 To speak about the story of the little engine
 To describe the story using active vocabulary
Previous learning
Plan
10
Write the word on the train on the board. Have a
discussion, in L1 necessary, about trains. Have the
pupils ever been on a train? Would they like to go on
one? Why/Why not?
20
minutes
PRE-LEARNING: CD 1 Track 42
Play the CD. The pupils listen and follow along
their books. Play the CD again. The pupils repeat,
Put up the story cards in random order. Ask the
pupils to come and put the cards in the right order.
Play the CD for verification.
Assign roles and allow the pupils, in groups, some
time to rehearse. Ask the groups to act out the story.
They can use the story cards for help.
Have a discussion, in L1 if necessary, about the moral
of the story. Explain to the pupils that optimism and
hard work can help us achieve things that may seem
impossible to achieve at first.
5
Appoint one of the pupils to be the engine. Give
him/her the vocabulary cards which act as tickets.
Then he/she circulates and stops at the rest of the
pupils, one at a time. In order for the pupils to get on
board they have to name the vocabulary items.
learners?

activities
pair work
objectives/learning
objectives Yes, they were.
realistic?
What did the They could make sentences, e.g.
learners learn
today?
I’ve got lots of toys. Please help me! I can’t move. I’ve got lots of kites
What was the and dolls! Sorry, no!
learning The atmosphere was good.
atmosphere like?
Did I stick to Yes, I did.
timings? What
changes did I I didn’t change my plan.
make from my
plan and why?
LESSON: 25. Check point 3 School: Titova secondary school

 Write the module test

 Write and understand the tasks of the test
 Write the test without mistakes
Previous learning Storytime «The little engine that could...»
Plan
10
Find the stickers! Stickers
1 Stand up 5 Jump
2 Sit down 6 dance
3 Clap your hands 4 stamp your feet
20
minutes
PRE-LEARNING:
Listen and colour.
Blue bed Yellow TV
Red chair Green table
Look, draw and say.

1 Car, plane, car, plane
2 Car, car, bike bike, car, car
3 Doll, doll, kite kite, doll, doll, kite
5
My Smiles Report
5- excellent
4- good
3 bad
learners?

activities
pair work
objectives/learning
realistic?
learners learn
today?
The plane is blue. The train is small.
What was the
learning
atmosphere like? The atmosphere was good.
Did I stick to
timings? What Yes, I did.
make from my
plan and why?
LESSON: 26. Pets School: Titova secondary school

 To introduce pets

 To understand the listening comprehension
 To talk about pets
Plan
10
Put the flashcards into one pile. Go around the Flashcards
classroom and ask individual pupils to choose two or
three flashcards and then ask them to name them.
20
minutes
Put up the My Pets! poster on the board. Point to Poster
each animal (rabbit, fish, cat, dog and mouse), one at
a time, and present them. The pupils repeat, chorally
and /or individually. Then point to each animal in
random order. Ask individual pupils to say the word.
Ask the rest of the class for verification. Elicit/Present
the word pet. CD1 Track 45
Play the CD. The pupils listen, point to the pictures

and repeat the word. Play the CD again pausing after
each word. The pupils repeat, chorally and/or
individually.
Point to the dog and say: This is my dog! Woof!
Woof! The pupils repeat after you. Follow the same
procedure to present the rest of the song.
Play the CD. The pupils listen to the song. Play the
song again. The pupils sing along.
5
Animal Home
Tell the pupils that will draw an animal home. In
groups, the pupils are assigned an animal. E.g. cat,
dog, fish, rabbit, mouse etc. They draw home for each
of the animals, e.g. a bowl for the fish, etc. The pupils
then present the animals’ homes to the rest of the
class. Make sure you display their work somewhere in
the classroom.
learners?

activities
pair work
objectives/learning
realistic?
learners learn
today?
This is my pet. It’s a cat. What's its name? Let me see!
What was the
learning
Did I stick to
make from my
plan and why?
LESSON: 27. Pets and wild animals School: Titova secondary school

 Name the pets
 Recognize pets and wild animals
 To identify colours and sizes
 To talk about the pets and wild animals
Previous learning Pets
Plan
10
Make an animal noise/facial expression and have the CD 1 Track 45
pupils guess the animal. The first pupil to guess
correctly comes to the front of the classroom and
continues with another animal.
Play the My Pets song from the previous lesson.
Encourage the pupils to sing along.
20
Refer the pupils to the pictures and elicit the words. Flashcards
i.e. what animal it is, if it is small or big. Explain the
activity. The pupils read the sentences and colour in
the animals accordingly. Allow the pupils some time
to complete the activity. Check the pupils' answers.
Explain the game. Think of an animal. The pupils, in
teams, try to guess which animal it is by asking
questions about its size and colour. Each correct
guess wins a point. The team with the most point's
wins.
e.g. Teacher: (thinks of the dog)
Team A Pupil 1: Is it small?
Team B Pupil 2: Is it black?
Sing the Where’s the rabbit? Song! CD 1 Track 48
Pretend that you are looking for something and say:
Where’s the rabbit? Look around! The pupils repeat
after you. Follow the same procedure to present the
rest of the song.
Play the CD. The pupils listen and look. Play the song
again and encourage the pupils to sing along.
5
Ask a pupil to come to the board, follow your
instructions and draw. Repeat with as many pupils as
you think is necessary.
e.g. Teacher: (Draw) a big fish.
Pupil: (draws a big fish) etc.
learners?

activities
pair work
objectives/learning
realistic?
learners learn
today?
It’s a big black dog. It’s a small pink fish.
What was the
learning
Did I stick to
make from my
plan and why?
LESSON: 28. Colours and size School: Titova secondary school


Learning objectives(s) L2 to consolidate colours and size.
that this lesson is S3 to interpret and understand visuals.
contributing to
 To describe the pets

 Name the colours and sizes
 Recognize the colour and size
 To speak about things using new words
Previous learning Pets and wild animals
Plan
10
minutes ORGANISATION MOMENT: CD 1 Track 48
Ask the pupils to put their crayons or coloured pencils
on their desks. Say a colour at random and ask them
to point to the corresponding crayon/coloured pencil.
Vary the rhythm and speed of the instructions to make
the activity like a game.
e.g. Teacher: (Show me) pink!
Class: (holds up the pink crayon/coloured pencil) etc
20
Poster
Point to each animal (tortoise, parrot and spider), one
at a time, and present them. Then point to each
animal in random order.
and repeat the word. Play the CD again pausing after
each word. The pupils repeat, chorally and/or CD 1 Track 51
individually.
Explain the activity. The pupils look at the pictures, Picture 3

read the dialogue silently and tick the right picture.
Allow the pupils some time to complete the activity.
Check their answers.
5
minutes ENDING THE LESSON: Poster
Put up the My Pets! poster on the board. Play /Spy
with the class. Say: I spy with my little eye something
beginning with (p). The pupils look and try to guess
the animal.
e.g. Teacher: I spy with my little eye something
beginning with ‘p’.
Pupil: Parrot.
Teacher: Yes, etc.
learners?

activities
pair work
objectives/learning
realistic?
learners learn
today?
There's a tortoise on the table. Where's a spider?
What was the
learning
Did I stick to
make from my
plan and why?
LESSON: 30. My pet School: Titova secondary school

that this lesson is motor skills through craftwork; to produce a project about a pet.
contributing to S5 To revise the theme about pets and describe them
 To talk about pets

 Name the pets and wild animals
 Recognize colour and size
 To talk about the pets
Previous learning Colours and size
Plan
10
Refer the pupils to the pupils and elicit the animals.
The pupils then match them to the big or small paw
print. Then, they point to each animal and say if it's
big or small.
20
minutes
Tell the pupils that they are going to make their own Craftwork
pet shop. Hand out the photocopies. Go over the
items in the photocopies and elicit them from the
pupils. Explain to the pupils that they should draw
an animal on each item. Then they can colour and
decorate their pet shop. Go around the classroom
providing any necessary help. While the pupils are
doing the craftwork, feel free to play any song from
the module. Then the pupils present their pet shops
to the class. Demonstrate this yourself first.
e.g. Teacher: There's a spider on the bed.
There's a mouse on the TV. Etc.
5
Tell the pupils they are going to play a game called Game
«Chinese Whispers». Explain the rules. Approach a
pupil at the front desk and whisper an animal. Ask
him/her to whisper the same word to his/her partner,
who then whispers it to the next pupil, etc. Ask the
last pupil to call out the animal. Check if it is the
correct one. Repeat the procedure as many times as
you think is necessary.
learners?

activities
pair work
objectives/learning
realistic?
learners learn
today?
This is my pet shop. There's a spider under the bed.
What was the
learning
Did I stick to
make from my
plan and why?
LESSON: 31. Our world «An animal from School: Titova secondary school
the your country»

Learning objectives(s) L1. To learn about animals from Australia , Kazakhstan and
that this lesson is China; to explore other subject areas (Science); to understand the
contributing to difference between pets and wild animals
 Recognise pets and animals
 To understand the speech
 To talk about the difference between the pets and wild
animals
Previous learning My pets
Plan
10
Ask the pupils, in L1 if necessary, to tell you if they
have ever visited a zoo and what animals they saw
there. Ask them to name a few popular animals from
their country. Also ask them what these animals
usually eat, etc. Have a class discussion.
20 Refer the pupils to the pictures and ask: Where is she
minutes from? Elicit:/Present: (She's from) Australia. Then CD 1 Track 54
ask: What is her favourite animal? Elicit/Present: The
kangaroo, etc. Repeat the procedure for the
remaining texts. Play the CD. The pupils listen and
point. Finally ,ask individual pupils to read parts of the
texts out loud.
Ask the pupils if they have ever seen these animals
and initiate a lass discussion about special animals in
their own country.
Draw a picture of an animal from your country.
Present it to the class.
Ask the pupils to draw an animal from their own
country. Then they come to the front of the classroom
and talk about it. Tell them to use the texts as an
example. Make sure you display their drawings
somewhere in the classroom. Alternatively, explain
the activity and assign it as homework. The pupils
can find pictures of their favourite animal online.
Once the pupils have presented their
drawings/pictures, help them file their
drawings/pictures in their Language Portfolios
5
Write Pets and Wild Animals on the board. Tell the
pupils to draw their favourite pet and their favourite
wild animal on two separate pieces of paper. Then
they come to the board and stick their drawings under
the corresponding category. Alternatively, they write
their names.
learners?

activities
pair work
objectives/learning
realistic?
learners learn
today?
In the wild, in the wild,
What was the The elephant and the zebra!
learning
atmosphere like?
The atmosphere was good.
Did I stick to
timings? What
changes did I Yes, I did.
make from my I didn’t change my plan.
plan and why?
LESSON: 32. Revision School: Titova secondary school

Learning objectives(s) L1 to revise the colours and sizes, to understand the story about
that this lesson is animals.
contributing to S2 to describe the animals and pets, their difference
 Name the animals, pets, colours and sizes
 To understand the stories
 To talk about the pets and animals
 To speak about the colour and the size of animals, pets
and describe them
Previous learning Our world-Time for CLIL
Plan
10
Pupils should tell the letters which shown by teacher.
e.g. Teacher: What letter is it?
Pupil 1: It is the letter D.etc.
20
1. Draw lines. Cards
1 Glass 5 Umbrella
2 Pen 6 Bed
3 Cat 7 House
4 Egg 8 Dog
2. Complete the words.
1 _ p _l_
2 _r_ _ _
3 _e_ _
4 q _ _e _
5__-y_
3. Trace. Draw yourself. Colour.
Nanny Rose, Liam, This is me, Lilly, Charlie.
5
The students should come to the front of the class,
then looking at the cards ABC with pictures. After say
them, repeating three times with the whole class. The
task should done individually. Check their answers.
learners?

activities
pair work
objectives/learning
realistic?
learners learn
today?
A- An apple, B- a bat, C- a cat, D- a dog, E- an egg, F- a fish, G – a
What was the girl.
learning
atmosphere like?
Did I stick to
timings? What
plan and why?
LESSON: 33. Storytime «My mouse’s School: Titova secondary school

garden»

Learning objectives(s) To develop listening and reading comprehension skills through a
that this lesson is story; to listen to and reading story from England about how a
contributing to mouse shows gratitude to his friends
 To understand the story
 Name the animals
 To talk about the
 To speak about the mouse in the story
Previous learning Revision
Plan
10
Have a class discussion, in L1 if necessary, about
food and not having food. Ask the pupils who they
would go to if they needed food. Also ask what
friends are for, etc.
20
Play the CD. The pupils listen and follow along in CD 1 Track 56
their books. Play the CD again. The pupils repeat,
Put up the story cards in random order. Ask the Story cards
pupils to come and put the cards in the right
order. Play the CD for verification.
Assign roles and allow the pupils, in groups some
time to rehearse. Ask the groups to act out the
story. They can use the story cards for help.
5
Have sheets of coloured construction paper ready.
Also, have glue, scissors and colouring pencils ready
for the pupils to use. Alternatively, ask pupils to bring
their own from the previous lesson.
learners?

activities
pair work
objectives/learning
realistic?
learners learn
today?
The field mouse is taking some food to his baby mice but he doesn't
What was the relies that there’s a hole in his sack.
learning
atmosphere like?
Did I stick to
timings? What
plan and why?
LESSON: 34. Check point 4 School: Titova secondary school

 To recognise the colours and sizes
 To talk about the animals and pets
 To speak about the pets and wild animals describing their
size and colour
Previous learning The mouse’s garden. A story from England
Plan
10
Find the Stickers!
Big-small
Black-brown-white-pink
20
Listen and colour. (For Audioscript, see p.
105(T).)
Tortoise
Parrot
Fish
Mouse
Look, read and put a tick or a cross.
It’s a green tortoise.
It’s a pink rabbit.
It’s a brown dog.
It’s a white cat.
It’s a red spider.
It’s a black parrot.
5
My smiles Report
Excellent-5
Good-4
Bad-3
learners?

activities
pair work
objectives/learning
realistic?
learners learn
today?
Pink tortoise, blue parrot, white cat, yellow spider, brown dog, pink
What was the rabbit.
learning The atmosphere was good.
atmosphere like?
Did I stick to Yes, I did.
timings? What
make from my
plan and why?
LESSON: 29. Size School: Titova secondary school

 To identify size

 Name the size
 Recognise the size
Previous learning Colour
Plan
10
Make an animal noise/facial expression and have the
pupils guess the animal. The first pupil to guess
correctly the size of animals.
There are given a task, pupils should describe the
animals and their sizes.
20
Play the CD. The pupils listen, point to the CD 1 Track 47
pictures and repeat the word. Play the CD again
pausing after each word. The pupils repeat,
Pretend that you are looking for something and
say: Where's the rabbit? Look around! The pupils
repeat after you. Follow the same procedure to
present the rest of the song.
CD 1 Track 48
AUDIOSCRIPT
Where's the rabbit?
Look around!
Look around!
Look around!
Is it white or is it brown?
Where's the rabbit?
5
Who's Fluffy?
Explain the activity. The pupils look at the pictures,
read the dialogue silently and tick the correct rabbit.
Allow the pupils some time to complete the activity.
Check their answers.
learners?

activities
pair work
objectives/learning
realistic?
learners learn
today?
A magic school! What are these? Rabbits! Etc.
What was the
learning
Did I stick to
make from my
plan and why?
LESSON: 17. Revision. School: Titova secondary school

Learning objectives(s) L1 to talk about food references.
that this lesson is S3 to recognize the school objects, to identify the school items
contributing to
 To talk about the numbers
 Name the school things
 To speak about the school
 To describe the colours with the school things
Plan
10
Point to the school items and elicit the names. Explain
the activity. Play the CD, twice if necessary. The
pupils listen and complete the activity.
Answer key
1 six pens 3 eight rubbers
2 nine pencils 4 seven books
20
CD 1 Track 22
Put the story in order. Number the pictures.
E.g. 1 book, 2 pens, 3 copybooks, 4 pencil-cases, 10
rubbers.
Sing the numbers, Get your pencil and Pencils in my
schoolbag songs.
Count from one to ten, name school items.
8. Listen and talk. Circle, talk with your friends.
1 ten pens
2 ten pencils
3 ten rubbers
4 ten books CD 1 Track 23
9. Sing the Pencils in my schoolbag song!
5
There are given a worksheet. Students should find the
school things, then count and colour.
E.g. One red school bag, five green pencil-cases.
learners?

activities
pair work
objectives/learning
realistic?
learners learn
today?
The ruler is white, the book is yellow.
What was the
learning
Did I stick to
make from my
plan and why?
LESSON: 35. Food School: Titova secondary school

Learning objectives(s) L1 to talk about food references, to speak about food and drinks
that this lesson is S3 to recognize the names of the foods and drinks in basic level
contributing to To develop the listening and speaking comprehensions.
 Name the foods
 Recognize the foods
 To talk about foods
 To use the foods vocabulary
Plan
10
Ask a pupil to come to the front and sit with his/her
back to the board. Whisper the name of the animal to
him/her and invite the rest of the pupils to guess the
animal. Whoever guesses correctly comes to the front
and the activity is resumed.
20
Put up the My Food poster on the board. Point to each Poster
item (milk, cheese, bananas, juice, eggs and chicken),
one at a time, and present them. The pupils repeat
chorally and/or individually. Then point to each item
in random order. Ask individual a students to say the
word. Ask the rest of the class for verification.
Write. Talk with your partner.

Refer the pupils to the pictures and explain the
activity. Point to the first picture and ask: What is
this? Elicit: cheese. Follow the same procedure for the CD 2 Track 02
remaining items. Then explain to the pupils that they
have to complete each blank by unscrambling the
letters. Allow the pupils some time to complete the
activity. Check their answers.
Point to the milk and the cheese on the poster and rub
your tummy and say: I like milk, I like cheese! The
pupils repeat after you. Follow the same procedure to
present the rest of the song. The pupils listen to the
song.
5
Tell the pupils they are going to a game called
Chinese Whispers. Explain the rules. Approach a
pupil at the front desk and whisper a food item. Ask
him/her to whisper the same word to his/her partner,
who then whispers it to the next pupil, etc. Ask the
last pupil to call out the word. Check if it is correct.
Repeat the procedure as many times as you think is
necessary.
learners?

activities
pair work
objectives/learning
realistic?
learners learn
today?
Who are they? Andy and Liam. Yes! They are on Andy's farm.
What was the
learning
Did I stick to
make from my
plan and why?
LESSON: 36. Fruits School: Titova secondary school


Learning objectives(s) L2 to identify fruit and vegetables, to develop the listening
that this lesson is comprehension
contributing to S1 to recognize the names of the fruits and vegetables
 Name the fruits and vegetables
 Recognize fruits and vegetables
 To talk about the fruits and vegetables
 To describe the fruits and vegetables
Previous learning Food
Plan
10
Write the food items from the previous lesson on the
board. Allow the pupils some time to look at them.
Then, ask the pupils to open their eyes and tell the
words. Ask the pupils to open their eyes and tell you
which food item is missing. Repeat the activity with
the other food items.
20
minutes PRE-LEARNING: Poster
Put up the My Food poster on the board. Point to each
item (apples, carrots, pears, onions and tomatoes), one
at a time, and present them. The pupils repeat,
chorally and/or individually. Then point to each item
in random order. Ask individual pupils to say the
word. Ask the rest of the class for verification.
and repeat the word. Play the CD again pausing after CD 2 Track 04
individually.
Gesture with your hand and say. What's in your

basket? The pupils repeat after you. Follow the same CD 2 Track 05
procedure to present the rest of the song.
Play the CD. The pupils listen to the song. Divide the
class into two groups and assign a verse to each
group. Play the song again for the groups to sing the
assigned verses. Time permitting, play the song a
third time for the pupils to sing the song as a class.
5 ENDING THE LESSON:
minutes Draw a tree on the board. Tell the pupils it's a magic
tree and that any kind of food or drink item and draw
a simple sketch of it on the tree. Continue until all the
pupils have had a turn and the tree is full.
If you wish, you can do page 53 from the Activity
Book during this lesson or the next one.
learners?

activities
pair work
objectives/learning
realistic?
learners learn
today?
What's in Liam's basket? Apples. What's in Lilly's basket? etc
What was the
learning
Did I stick to
make from my
plan and why?
LESSON: 37. Vegetables School: Titova secondary school

Learning objectives(s) L2 to identify vegetables, to develop the listening
that this lesson is comprehension
contributing to S1 to recognize the names of the vegetables
 Name the vegetables
 Recognize vegetables
 To talk about the vegetables
 To describe the vegetables
Previous learning Fruits
Plan
10
Set the scene by asking the pupils questions about
what they can see in the pictures.
e.g. Teacher: (pointing to picture 1) What's in Adam's
basket? Grapes
20
minutes
PRE-LEARNING:
Explain the activity. The pupils look at the pictures,
read the dialogue silently, find the items and colour
them accordingly. Check their answers.
Play the CD again pausing for the pupils to repeat,
chorally and/or individually. Assign roles and ask
individual pupils to read the dialogue out loud.
Select a short exchange from the dialogue for the

pupils to act out in pairs. Allow them some time to
rehearse their exchanges. Encourage them to come to
the front and perform their exchanges. Alternatively,
assign roles and have the pupils come to the front and
act out the whole dialogue.
5
Sing a song and learn by heart new words.
What's in your basket?
Your basket, your basket?
What's in your basket?
Apples for you!
learners?

activities
pair work
objectives/learning
realistic?
learners learn
today?
There are ten apples in the basket. There are very tasteful.
What was the
learning
Did I stick to
make from my
plan and why?
LESSON: 38. Food and drinks School: Titova secondary school

Learning objectives(s) L3 make basic and simple statements, to consolidate food and
that this lesson is drink items.
contributing to S5 to learn by heart the foods and drinks names
 Name the foods and drinks
 Recognize foods and drinks
 To speak about foods and drinks
 To talk about the foods and drinks using theme words
Previous learning Vegetables
Plan
10
Play the What's in your basket? Song from the
previous lesson (CD 2 Track 05). Encourage the
pupils to sing along.
20
minutes
PRE-LEARNING:
Put up the flashcards, one at a time on the board and Flashcards
say the corresponding words. The pupils repeat,
chorally and/or individually. Then point to each
flashcard in random order. Ask individual pupils to
name them. Ask the rest of the class for verification.
The pupils repeat after you.

and repeat the words. Play the CD again pausing after CD 2 Track 07
individually.
5
Write on the board and say: I'm hungry. Can I have
some eggs? Here you are. Have the pupils repeat after
you. Explain the activity. The pupils, in pairs, use the
food items from the module to ask and answer
questions. Explain to the pupils that they can refer to
the question and answer on the board or at the bottom
of the page for help. Go around the classroom
providing any necessary help. Ask some pairs to
report back to the class.
learners?

activities
pair work
objectives/learning
realistic?
learners learn
today?
What was the The atmosphere was good.
learning
atmosphere like?
Yes, I did.
Did I stick to
timings? What I didn’t change my plan.
changes did I
make from my
plan and why?
LESSON: 51. My Kazakhstan School: Titova secondary school

Learning objectives(s) L3 to learn to make a simple statements about Kazakhstan
that this lesson is S2 to talk about Kazakhstan culture in English and develop
contributing to speaking, reading, writing, listening skills.
 To understand Kazakhstan culture
 To recognize Kazakhstan culture in English
 To talk about Kazakhstan
 To describe motherland in English
Previous learning
Plan
10
Put up the poster on the board. Point to it and ask:
What country is this? Elicit: Kazakhstan. Say: Yes,
that's right. Welcome to Kazakhstan! Ask pupils, in
L1, to name the capital city of Kazakhstan (Astana)
and find it on the poster. As an extension, you can ask
pupils to name and locate other major cities. Follow
the same procedure and present the Kazakh flag.
20
minutes
PRE-LEARNING: Pictures
Point to the pictures and read out the texts. Explain
any unknown words.
Play the CD. The pupils listen and point to the

pictures. Play the CD again pausing after each CD 2 Track 27
sentence. The pupils repeat chorally and/or
individually. As an extension, you can ask pupils to
read out from the texts.
E.g.
This is my country. This is my flag.
Country, flag, capital city, president.
5
Write My Kazakhstan on the board. Ask the pupils to
copy it in their notebooks or at the top of a piece of
paper. Ask them to think of images that come to mind
when they think of Kazakhstan and draw them. Allow
the pupils some time to complete the task. Display
their work somewhere in the class. As an alternative,
you can assign this as homework.
learners?

activities
pair work
objectives/learning
realistic?
learners learn
today?
Astana is the capital of Kazakhstan. The Kazakhstan is my motherland.
What was the
learning
Did I stick to
make from my
plan and why?

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LESSON: 1 Let’s start School: Titova secondary school

Date: Teacher name: Sailaukyzy Aigerim

CLASS: Number present: absent:

 Ask them if they would like to have a pet

 Create mixed ability pairs  through questioning and  Art

CLASS: Number present: absent:

 Create mixed ability pairs  through questioning and  Art

CLASS: Number present: absent:

 Create mixed ability pairs  through questioning and  Art

CLASS: Number present: absent:

 Create mixed ability pairs  through questioning and  Art

CLASS: Number present: absent:

 Create mixed ability pairs  through questioning and  Art

CLASS: Number present: absent:

 Create mixed ability pairs  through questioning and  Art

Date: Teacher name: Sailaukyzy Aigerim

CLASS: Number present: absent:

Most learners will be able to:

CLASS: Number present: absent:

Most learners will be able to:

 Create mixed ability pairs  through questioning and  Art

CLASS: Number present: absent:

Most learners will be able to:

Listen and colour.

Draw lines to match

 Create mixed ability pairs  through questioning and  Art

CLASS: Number present: absent:

Most learners will be able to:

 Create mixed ability pairs  through questioning and  Art

CLASS: Number present: absent:

 Create mixed ability pairs  through questioning and  Art

LESSON:12 Numbers. School: Titova secondary school

CLASS: Number present: absent:

Most learners will be able to:

 Create mixed ability pairs for  through questioning and  Art

CLASS: Number present: absent:

 Create mixed ability pairs  through questioning and  Art

Date: Teacher name: Sailaukyzy Aigerim

CLASS: Number present: absent:

Most learners will be able to:

CLASS: Number present: absent:

Most learners will be able to:

 Create mixed ability pairs  through questioning and  Art

LESSON: 18. Objects around me. School: Titova secondary school

CLASS: Number present: absent:

 Create mixed ability pairs  through questioning and  Art

CLASS: Number present: absent:

 Create mixed ability pairs  through questioning and  Art

CLASS: 1 Number present: absent:

Most learners will be able to:

 Create mixed ability pairs  through questioning and  Art

CLASS: 1 Number present: absent:

Revise numbers 1-10 and the items. Explain the

CLASS: 1 Number present: absent:

Revise numbers 1-10 and the items. Explain the

CLASS: 1 Number present: absent:

CLASS: 1 Number present: absent:

 Create mixed ability pairs  through questioning and  Art

CLASS: 1 Number present: absent:

Most learners will be able to:

 Create mixed ability pairs  through questioning and  Art

LESSON: 25. Check point 3 School: Titova secondary school

Most learners will be able to:

Look, draw and say.