ҚМЖ 1кл - 130б-2

Unit: All about me
Teacher name:
Date:
Grade: 1 Number present: Number absent:
Theme of the lesson: Greetings and names
Learning objectives(s) S1 make basic personal statements and simple statements about objects
that this lesson is L3 recognize with support simple greetings
contributing to
Lesson objectives Learners will be able to:

Pronounce their names
Recognize simple greetings
Recognise and pronounce basic greetings
Lesson plan
Planned Teacher's actions Children`s actions Assessment Resources

timings
10 ORGANISATION MOMENT: Repeat their names as:

My name`s …
minutes Write my name on the board and
introduce myself:
- Hello! I`m ---.
- Encourage the pupils to say Hello!
20 MAIN PART Work with a poster. Put up Critical Pictures of

minutes the Smiles poster on the assessment Liam,
Explain tasks to children
board. Point to Lilly and Charlie,
say Lilly. The pupils Nanny,Rose
repeat chorally and
individually. Follow the
same procedure and
present the rest of
characters\Liam, Charlie,
Ask them if they would like to have Nanny, Rose\
a pet chimp. Why\why not? Nanny Rose is their nanny. CD. Track
Explain what a nanny is 03
and ask them if they have
or ever had one.
Give instructions for listening task
Adioscript Pupil`s book open. Play Music
-Hello, I`m Nanny Rose. the CD. The pupils listen
-Hello, I`m Liam and point to the characters.
-Hello, I`m Lilly.... Hello, Charlie!
Sing a song.
Sing a song
Ask pupils to hold up their Smiles.
Say: Smile, we`re the smile. Explain
what smile means. Play the CD. The
pupils
ENDING THE LESSON: They are introduce Feedback

themselves to their
5 To ask the pupils to introduce
classmates
themselves to their classmates:
minutes e.g.
Pupil 1: Hello, I`m Berik.
Pupil 2: Hello, I`m Dana
Unit: All about me
Teacher name:
Date:
Theme of the lesson: Greeting and names: His name is … / Her name is...
Learning objectives(s) L2 recognise with considerable support a few basic personal questions spoken
that this lesson is 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
Lesson plan

timings
10 ORGANISATION MOMENT: The pupil introduce

him\herself and rest of the
minutes - Hello, boys and girls! Let`s revise
class greet him.
the language from the previous
lesson. Pat a pupil on the shoulder. E.g. Hello, I`m Kanat.
Hello, Kanat
20 MAIN PART Critical
minutes Work with flashcards. Put the assessment flashcards
Repeat them chorally,
flashcards on the board. Point to them, individually
one at a time and name them.the pupils
repeat them chorally, individually. CD track 04
Play CD. The pupils listen, point to the

Let`s listen! Play CD again with pauses pictures and repeat the
for the pupils to repeat: greetings
Ask the pupils to leave while waving
and saying goodbye. Practice waving and saying
goodbye.
5 ENDING THE LESSON: Sing a song Feedback Music
Sing the song Hello song
minutes
Unit: All about me
Teacher name:
Date:
Theme of the lesson: Colours
Learning objectives(s) UE3 use basic adjectives and coloursto say what someone/something is or has
that this lesson is L3 recognise the spoken form of a limited rangeof basic and everydayclassroom
contributing to 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
Lesson plan

timings
10 ORGANISATION MOMENT:
Look the flashcards on the
minutes Work with flashcards. Put up the
board and answer
flashcards on the board. Ask what
are people say
CD Track
Play the Hello song Sing a song together 03
minutes Name a colour, e.g blue. assessment
Put up the Pretty Colours poster on the Colours
board. Point to the colours, one at a poster on the
time, and say them. Ask the pupils to board
Raise their blue coloured
take out their coloured pencils pencil.
Ask the pupils to raise their blue The pupils listen, point to the
coloured pencil. pictures and repeat the words CD Track
10
Play the CD.
-Let’s listen!
Listen and colour.
Set the scene by asking the pupils
questions about what they can see in the
pictures.
Audioscript: red, blue, green, yellow,
purple, orange CD Track
Listen and colour. 11
ENDING THE LESSON: The pupil follows the Feedback

instruction.
5 Draw a simple sketch of a traffic
light on the board. Ask a pupil to
minutes 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.
Unit: All about me
Teacher name:
Date:
Theme of the lesson: Colours: This is …/These are…
Learning objectives(s) UE3 use basic adjectives and coloursto say what someone/something is or has
that this lesson is L3 recognise the spoken form of a limited rangeof basic and everydayclassroom
contributing to 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
Lesson plan

timings
Put up the Pretty Colours poster on the Name a colour, e.g blue. CD Track
minutes Ask the pupils to raise 08
board. Point to the colours, one at a
time, and say them. Ask the pupils to their blue coloured pencil.
take out their coloured pencils. Play the “Colours” song
minutes Play the CD.
The pupils listen, point to the assessment CD Track
pictures and repeat the 10
Audioscript: red, blue, green, yellow, words.
purple, orange The pupils answers questions
Let’s listen! Set the scene by asking the about what they can see in CD Track
pupils questions about what they can the pictures 11
see in the pictures. The pupils listen and colour. CD Track
Listen and colour. 12
ENDING THE LESSON: Feedback
5 Show a red coloured pencil and

They say a colour
ask:What colour is it? Have the
minutes pupils repeat after you. Then say:
red! The colour is red. Follow the
same procedure and ask other
colours.
Unit: All about me
Teacher name:
Date:
Theme of the lesson: 1 to 20
Learning objectives(s) L1 recognise short instructions for basicclassroom routinesspoken slowly

that this lesson is 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
Lesson plan

timings
minutes Ask a pupil to name three more

Name a colour, e/g blue.
colours. Repeat with some more
pupils
minutes Put up the My numbers poster on the
The pupils repeat, chorally assessment Poster
and individually.
board. Point to numbers 1-5, one at a
time, and say the corresponding words.
Ask individual pupils to say the word.
Ask the rest of the class for verification.
Spread out five pens on your desk. Say The pupils work in pairs.
a number, e.g four. Ask a pupil to come They first decide and colour CD track 19
to the front, pick up four pens, show the numbers in the ME
them to the class, and say the number. section. Then they ask their
Play the CD. Give instructions. friends and colour the
numbers in the MY FRIEND CD track 20
section
Pupils sing a song
Sing the Numbers song.

Pupils say their favourite piece of
Ask the pupils which is their
5 favourite number (from 1 to 5). Ask number and to write it on a paper
them to write it on a piece of paper. piece of paper
minutes Then ask them to decorate their
paper with items denoting that
number.
Unit: All about me
Teacher name:
Date:
Theme of the lesson: 1-20
Learning objectives(s) L1 recognise short instructions for basicclassroom routinesspoken slowly

that this lesson is anddistinctly
contributing to S1 make basic personal statementsand simple statements aboutobjects

Count the numbers 6-10
Count the numbers without mistakes
Count the numbers and ask questions
Lesson plan

timings
minutes Name two school items, e.g. a book

and a pen. Ask a pupil to bring them. Pupils bring the things that Children`s
teacher said pens, books
Repeat with as many pupils as you
think is necessary.
minutes Put up the My numbers poster on the
The pupils repeat, chorally assessment Poster
and individually.
board. Point to numbers 1-5 and elicit
them.Then point to numbers 6-10, one
at a time, and present them. Ask
The pupils listen, point to the
individual pupils to say the word. Ask
numbers and repeat them..
the rest of the class for verification. CD track 24
Play the CD. Give instructions. Play the
CD again pousing after each number
Audioscript: six, seven, eight, nine, ten.
5 The pupils then work in pairs. They

Pupils answer the CD track 3
ask and answer questions about the
minutes questions and sing song
number of the items they have
circled.
Sing the Hello song
Unit: All about me
Teacher name:
Date:
Theme of the lesson: 1 to 20 (11-20)
Learning objectives(s) 1.S3 pronounce familiar words and expressions intelligibly

that this lesson is 1.UE2 use cardinal numbers 1 - 20 to count
contributing to

Listen to the story
Listen to the story and understand
Listen to the story, understand and draw
Lesson plan

timings
minutes Write a number on the board, e.g.

Pupils say their opinions
six. Ask the pupils to tell you
and answers
different ways to count to six. For
example, two and four is six. Can
they think of other ways.
minutes The pupils listen and follow assessment CD Track
Play the CD. along in their books. 29
The pupils repeat, chorally CD Track
Play the CD again. and/or individually
Story cards. Put up the story cards in 29
Pupils put the cards in the
random order. Ask the pupils to come right order
and put the cards in the right order. Play
the CD for verification. Pupils act out the story in
Assign roles and allow the pupils, in Story cards
groups
groups, some time to rehearse. Ask the
groups to act out the story. They can
use the story cards for help.
Do task with helping Activity
5 Give instructions for Activity Book,
teacher`s instructions Book, p 32
page 32
minutes
Unit: All about me
Teacher name:
Date:
Theme of the lesson: Unit revision

Write the module test
Write and understand the tasks of the test
Lesson plan

timings
Say what cjlour and Posters
minutes Review the colours and numbers
number they see
with helping posters

minutes Listen and colour by assessment worksheet 1
Listen and colour. teacher`s instruction
1- blue
2- red
3- yellow
worksheet 2
4- green Listen and match by
5- purple teacher`s instruction
Draw lines to match

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

Circle the odd numbers out worksheet 3
1- 4
minutes
2- 1
3- 3
Unit: My school
Teacher name:
Date:
Theme of the lesson: Classroom objects
Learning objectives(s) 1.L1 recognise short basic instructions for a limited range of classroom routines
that this lesson is spoken slowly and distinctly
contributing to

Recognize the school objects
Name the school objects
Recognize, name and ask questions about school objects
Lesson plan

timings
slip of
minutes Hand out a slip of paper to each
The pupils move around paper
pupil. Explain the activity. When all
the classroom, trying to
the groups have been formed, check
find their classmates with
that the pupils are in the correct
the same number. They
group
ask and answer without
showing their slip of
paper. The pupils get into
groups according to the
number of their slip of
paper.
minutes Put up the flashcards, one at a time, and
The pupils repeat chorally assessment flashcards
and individually.
say the corresponding words. The
Allow the pupils some time picture
pupils repeat chorally and individually.
to complete the activity.
Trace and colour. Refer the pupils to the
Then call out an item and ask
picture and elicit the school items.
from individual pupils to
Revise the colours by pointing to
point to it and say what CD track 23
different items around the classroom
colour it is.
and eliciting the colours. Ask the pupils
to trace and colour the school items. Listen the CD track
Let’s listen
5 You whisper a school item to the

Say whispered word to Activity
first child, who whispers it to the
minutes other child and play game Book, p 29
child sitting next to him/her and so
with rules.
on. The last child calls out the word.
Unit: My school
Teacher name:
Date:
Theme of the lesson: Classroom objects
Learning objectives(s) 1.L3 recognise with support common names and names of places; recognise the
that this lesson is spoken form of a limited range of everyday and classroom words
contributing to

Recognize the school objects
Name the school objects
Recognize, name and ask questions about school objects
Lesson plan

timings
Pupils say which number board
minutes Write the numbers 1-10 on the
you have erased.
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.
minutes Pupils ay: assessment children`s
Explain the activity. Point to the book Yes,fivebooks.allow the books
and ask: How many books? Elicit: Five. pupils some time to complete
Check the pupil’s answers. the activity. photocopies
Pupils cutting, gluing and
Refer the pupils to the picture and colouring of the finger
explane that they are going to make numbers.
finger numbers. Hand out the Answer teacher`s questions
photocopies. Guide them through the
cutting, gluing and colouring of the
finger numbers. Ask questions e.g. what
colour is number 5? Etc.
5 ENDING THE LESSON: Feedback
Pupils what they see. Activity
minutes Let’s play. What’s this?
Book, p 31.
Unit: My school
Teacher name:
Date:
Theme of the lesson: Initial letters
Learning objectives(s) 1.L9 recognise the names of letters of the alphabet

that this lesson is 1.S1 make basic personal statements about people, objects and classroom routines
contributing to

The pupils can draw their own school.
The pupils can draw their own school and talk about it without mistake
Lesson plan

timings
Pupils to present their Projects
minutes Ask the pupils to present their
projects from the previous
projects from the previous lesson.
lesson

minutes Put up the world map. Point to the UK Pupils say their opinion assessment Map
and say: This is the UK. Ask the pupils about UK and Kazakhstan.
if they have any friend or relatives from
this country. What do they think school
are like in this country? Have a class The pupils listen and point to CD Track
discussion, in L1 if necessary. Follow the pictures.
the same procedure with Kazakhstan. The pupils repeat, chorally
Play the CD. and/or individually
Play the CD again pousing after each
sentence..

Pupils do task with
10 Tell the pupils that they are going to
teacher`s instructions
play a game called Chinese
minutes 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.
Unit: My School
Teacher name:
Date:
Theme of the lesson: Overwriting (lower case letters)
Learning objectives(s) 1.UE4 use determiners a, an, some, the, this, these to indicate what /where
that this lesson is something is
contributing to 1.UE6 use demonstrative pronouns this, these that, those to indicate things

use demonstrative pronouns this, these that, those to indicate things
Lesson plan

timings
Say ABC and numbers Posters
minutes 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
minutes Ask the pupils to tell you two things
Pupil 1: An armchair and a assessment Poster
lamp.
they have in their rooms. E.g. Teacher:
What’s in your room?
The pupils listen to the song.
Play the CD CD 1 track
Divide the pupils into two groups and
37
assign a verse to each group. Play the
song again and encourage the 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!
10 Teacher shows the class the pictures

Pupil 1: It’s a lamp. pictures
of the furnitures in the house. After
minutes 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?
Unit: My school
Teacher name:
Date:
Theme of the lesson: Classroom routines (listen, read, write, sing, say, look)
contributing to 1.L3 recognise with support common names and names of places; recognise the
spoken form of a limited range of everyday and classroom words
1.S3 pronounce familiar words and expressions intelligibly
To give and follow the commands
Recognize, name and ask questions and make sentences with the commands.
Lesson plan

timings
poster
minutes 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.
Pupil 1: Yes!
e.g. Teacher: (pointing to the bike)
Bike.
Pupil 2: No!etc.
Teacher: (Pointing to the doll) Car.

minutes Put up the flashcards, one at a time,
The pupils repeat, chorally assessment Flashcards
and/or individually.
and say the corresponding words. Point
to each flashcard in random order. Ask
individual pupils to say the commands.
Ask the rest of the class for verification. CD track 38
Give a command, e.g. stand up. The
pupils follow it.
Class: Yes!
pictures.
E.g. Teacher: (pointing to picture 1) Oh,
silly TV! Can Nanny help?
Teacher: Yes! (pointing to the TV in
picture 2) Look! Thanks, Nanny!
(pointing to picture 3) Look at Lily!
Clap your hands! etc
The pupils with the
10 Go around and assign a command to
assigned command
each pupil. Give a command. Repeat
minutes perform it.
with the rest of the commands.
Unit: My school
Teacher name:
Date:
Theme of the lesson: Classroom routines (“Go fish” game)
contributing to 1.L3 recognise with support common names and names of places; recognise the
To give and follow the commands
Recognize, name and ask questions and make sentences with the commands.
Lesson plan

timings
poster
minutes 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.
Pupil 1: Yes!
e.g. Teacher: (pointing to the bike)
Bike.
Pupil 2: No!etc.
Teacher: (Pointing to the doll) Car.

minutes Put up the flashcards, one at a time,
The pupils repeat, chorally assessment Flashcards
and/or individually.
and say the corresponding words. Point
to each flashcard in random order. Ask
individual pupils to say the commands.
Ask the rest of the class for verification. CD track 38
Give a command, e.g. stand up. The
pupils follow it.
Class: Yes!
pictures.
E.g. Teacher: (pointing to picture 1) Oh,
silly TV! Can Nanny help?
Teacher: Yes! (pointing to the TV in
picture 2) Look! Thanks, Nanny!
(pointing to picture 3) Look at Lily!
Clap your hands! etc
The pupils with the
10 Go around and assign a command to
assigned command
each pupil. Give a command. Repeat
minutes perform it.
with the rest of the commands.
Unit: My school
Teacher name:
Date:
Theme of the lesson: Describing things: Adjectives
Learning objectives(s) 1.S1 make basic personal statements about people, objects and classroom routines
that this lesson is 1.UE3 use basic adjectives to describe people and things
contributing to

Listen to the story
Listen to the story and understand
Listen to the story, understand and draw
Lesson plan

timings
Pupils discus about what Pictures
minutes Draw simple sketches of a bee, an
these animals and answer
ant and a duck on the board. Have a
teacher`s questions
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.
minutes Play the CD. Pupils listen CD assessment CD Track
Audioscript 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 Pupils to come and put the Story cards
a little old man who asked for their cards in the right order.
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. Ask the pupils to come and
put the cards in the right order.

Activity
10 Project: My queen bee
Make a project with Book, p24
Give the instructions about project instructions
minutes
Unit: My school
Teacher name:
Date:
Theme of the lesson: Describing things: Adjectives (big, small, long, short)
Learning objectives(s) 1.S1 make basic personal statements about people, objects and classroom routines
contributing to

use basic adjectives to describe people and things
Lesson plan

timings
minutes Name a colour, e/g blue. Ask a pupil

Pupils answers the poster
to name three more colours. Repeat
questions by saying a
with some more pupils.
name of colour
minutes Pupils see a video and assessment video
Play a video about describing
repeat new words
adjectives (big, small, long, short)
Do tasks with helping Activity
Give instructions for the tasks and
teachers instructions Book
help do them
Play a game Dance and
10 Say rules of playing game Dance
Freeze
and Freeze
minutes
Unit: My school
Teacher name:
Date:

Write the module test
Write and understand the tasks of the test
Lesson plan

timings
Say what cjlour and Posters
minutes Review the colours and numbers
number they see
with helping posters

minutes Listen and colour by assessment worksheet 1
Listen and colour. teacher`s instruction
6- blue
7- red
8- yellow
worksheet 2
9- green Listen and match by
10- purple teacher`s instruction
Draw lines to match

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

Circle the odd numbers out worksheet 3
1- 4
minutes
2- 1
3- 3
Unit: My family and friends
Teacher name:
Date:
Theme of the lesson: Family and friends: She is…/ He is …/You are…/I’m…
Learning objectives(s) 1.L3 recognise with support common names and names of places recognise the
contributing to 1.S1 make basic personal statements about people, objects and classroom routines
1.S3 pronounce familiar words and expressions intelligibly 1.S5 use words in short
exchanges
Name the family members
Recognize simple words
Name the family members without mistakes
Ask about family members
Lesson plan

timings
minutes Ask a pupil to come to the front.

Pupil to come to the front. CD Track
Ask him/her to close his/her eyes.
Pupil say hello. The pupil 05
Ask another pupil to say hello. The
with the closed eyes tries
pupil with the closed eyes tries to
to guess who it is
guess who it is. Repeat with some
more pairs.
Play the Hello song
minutes Work with flashcards.
Work with flashcards. assessment flashcards
The pupils listen, point to the CD Track
Play the CD.
pictures and repeat the words 08
The pupils draw the family paper
Read the words. Ask the pupils to
members in the space
repeat after you. Allow the pupils some
provided
time to complete the activity. CD Track
Sing the Family song
Listen and sat what they see
09
Let’s listen. Set the scene by asking the pictures
pupils questions about what they can
see in the pictures.
The pupils in pairs take Activity
10 Make a pairs of pupil and give
turns saying a family Book, p 21
instructions
minutes member’s name and the
other has to guess who it is
Teacher name:
Date:
Theme of the lesson: Making a family silhouette picture
Learning objectives(s) 1.UE1 use singular nouns, plural nouns – to talk about people and places
that this lesson is 1.UE4 use determiners a, an, some, the, this, these to indicate what /where
contributing to something is
1.UE7 use personal subject and object pronouns to give basic personal information
Name the family members and talk about them
Lesson plan

timings
minutes Ask a pupil to come to the front.

Pupil to come to the front. CD Track
Ask him/her to close his/her eyes.
Pupil say hello. The pupil 05
Ask another pupil to say hello. The
with the closed eyes tries
pupil with the closed eyes tries to
to guess who it is
guess who it is. Repeat with some
more pairs.
Play the Hello song
minutes Work with flashcards.
Work with flashcards. assessment flashcards
The pupils listen, point to the CD Track
Play the CD.
pictures and repeat the words 08
The pupils draw the family paper
Read the words. Ask the pupils to
members in the space
repeat after you. Allow the pupils some
provided
time to complete the activity. CD Track
Listen and sat what they see
09
Let’s listen. Set the scene by asking the pictures
pupils questions about what they can
see in the pictures.
The pupils in pairs take Activity
10 Make a pairs of pupil and give
turns saying a family Book, p 21
minutes instructions member’s name and the
other has to guess who it is
Teacher name:
Date:
Theme of the lesson: In my house: There is/There are
contributing to 1.L9 recognise the names of letters of the alphabet
1.S1 make basic personal statements about people, objects and classroom routines
Recognize the room objects
Name the room objects
Recognize, name and ask questions about room objects
Lesson plan

timings
Pupils say a colours and posters
minutes Review the colours and numbers.
numbers in posters
Red, green, blue, yellow, orange,
purple.
One, two, three, four, five, six,
seven, eight, nine, ten.
minutes Put up the My room!poster on the Repeat the new words assessment poster
board. after teacher
Point to the things inside a room (bed,
chair, TV, table, desk). The pupils listen, point to the CD track 31
Play the CD. pictures and repeat the
Play the CD again pausing after each words.
word. The pupil’s repeat, chorally
Then say: Look at my room! This is my and/or individually. CD track 32
bed. It’s blue! Ask the pupils to repeat
after you. Sing the My room song!
Sing the My room song!
Pupils answers the pictures
10 Focus the pupils’ attention on the
teacher`s questions
picture illustrating ex.1. Have them
e.g Pupil: Blue! etc.
look at the picture for two minutes
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?
Teacher:Correct! etc.
Teacher name:
Date:
Theme of the lesson: In my house: Is there/Are there…? Yes/No
Learning objectives(s) L1 recognise short instructions for basic names of the furnitures spoken slowly and
that this lesson is 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
Lesson plan

timings
Say what letters and posters
minutes Review the numbers and ABC.
number they see
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
minutes Ask the pupils to tell you two things
Pupils to tell you two things assessment poster
they have in their rooms
they have in their rooms.
E.g Pupil 1: An armchair and
E.g. Teacher: What’s in your room?
a lamp. CD 1 track
The pupils listen to the song.
Play the CD. 37
Divide the pupils into two
Play the song again and encourage the
groups and assign a verse to
groups to sing the designated verses.
each group.
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!

They should memorize the pictures
10 Teacher shows the class the pictures
new vocabulary. There are
of the furnitures in the house. After
minutes given a task to say
they should memorize the new
furnitures when they see a
vocabulary. There are given a task to
pictures.
say furnitures when they see a
pictures.
E.g. Pupil 1: It’s a
E.g. Teacher: What is this,
lamp.
children?
Pupil 1: It’s a lamp.
Teacher name:
Date:
Theme of the lesson: Days of the week (M, T,W)
To recognise and name some words according to the topic Days of the week -
Monday,Tuesday,Wednesday
Lesson plan

timings
Pupils listen teacher and PPT
minutes Teacher shows PPT to present days
answer the questions
of the week. Days are presented by
the actions,
e.g.: Monday - I get up, Tuesday - I
wash my face, Wednesday - I do my
hair, Thursday - I put on my clothes,
Friday - I go to school, Saturday - I
play with my friends and Sunday - I
sleep. (T. should use gestures to
show all actions)
minutes Pupils should sing assessment PPT
Teacher shows the video
along the song and do the
about the days of the week and
actions together with
Teacher. asks one pupils to
Teacher.
come to the board and show one
Pupils come to the
action the others should guess the
board and show one action
day of the week, e.g.: - I get up
the others should guess the
(Monday)
day of the week,
- I wash my face (Tuesday)
e.g.: -Monday
-Tuesday
Make a tasks in worksheets
10 Teacher gives worksheets of FA for
worksheets
the days of the week. The task is to
minutes copy the days of the week as in the
example according to the teacher’s
instruction.
Teacher name:
Date:
Theme of the lesson: Days of the week (TH,F, S, S)
Learning objectives(s) 1.R1 recognise sound and name the letters of the alphabet
that this lesson is 1.R2 recognise initial letters in names and places
contributing to 1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on,
to describe where people and things are; use basic prepositions of time: on to talk
about days
recognize days of the week
say days of the week
Lesson plan

timings
minutes Warm up
picture
Teacher shows pictures (7 Learners stand and sing Days of the week
balloons, 7 kids), and asks: what song greeting song “Days song
else can be seven? of the week”
www.youtube.com/
watch?
v=3tx0rvuXIRg
minutes Pupils pronounce new assessment Flashcards for
Presentation vocabulary
words with individual words
Teacher will use finger’s and show
learners then whole class
a word and then drills
pronunciation with individual
Pupils practice Pupil`s copybooks
learners then whole class
overwriting capital letters
Focusing on the initial letter sound
M T W Th F S S
of the days of the week.
Handout
Students of each group to
have to put in order days
Teacher will divided a class in two of the week than
groups: individually
Then she will give to children new
words in mix.
ENDING THE LESSON:
Children will guest Calendar and
10 Teacher will show activity using
action and gluing the pictures
her body
minut picture on the calendar
Good job. Thank you for your
es
work.
Teacher name:
Date:
Learning objectives(s) 1.UE11use there is/are to make short statements

that this lesson is 1.L3recognise with support simple greetings recognise the spoken form of a limited
contributing to range of basic and everyday classroom words
1.S3pronounce basic words and expressions intelligibly
Use there is / there are to make statements
Understand and follow instructions
Pronounce 90% of words intelligibly
Lesson plan

timings
Pupils will try to guess classroom
minutes Teacher will invite pupils to stand in
the topic of the lesson objects
a circle and to greet each other, to
looking at visual aids: a
introduce each other,to count from 1
book, a pen, a bag, a
up to 10 and back down:
rubber, a ruler, a desk, a
chair.
minutes Pupils answer the assessment picture
Demonstrate a pictures
teacher`s questions
- ask “what should you do?”;
e.g.
students may read the answer from
There is a pen
the picture; if they cannot read and
There is a book
answer, help by reading the sentence
There is a bag There are
aloud
a chairs….

Students identify what https://www.y
10 Tourn around song
they did well in the outube.com/w
minutes lesson and what needs atch?
Good bye song improvement v=Xcws7UWW
DEs
Students sing a good-bye song and
dance
Good-bye, good-bye, see you again!
Good-bye, good-bye, see you, my
friend!
Unit: The world around us
Teacher name:
Date:
Theme of the lesson: Animals. Making an animal mobile
Learning objectives(s) 1.S3 pronounce basic words and expressions intelligibly

that this lesson is 1.S5 produce words in response to basic prompts
contributing to 1.L1 recognise short instructions for basic classroom routines spoken slowly and distinctly
1.L3recognise with support simple greetings
1.L3recognise the spoken form of a limited range of basic and everyday classroom words

pronounce basic words denoting animals
recognise simple greetings
recognise basic colours
Lesson plan

timings
Hello song
minutes Hello, children! Let's sing a song! Pupils recognize simple
greetings
Hello! Hello! Hello!
Hello! Hello! Hello!
Hello! How are you?

pictures
The topic of our lesson is “Animals”. Pupils listen a teacher
(Point to the pictures of animals on
the board)Today we’ll name some
animals in English.

minutes Pupils listen a teacher assessment Puppets
Teacher talks to the class using
puppet dolls representing animals
from the fairy tale “The Little
House": Hello! My name is Mouse. http://get-
Pupils in turn go to the
What’s your name? tune.net/?
board and describe an
How are you? How old are you? a=music&q=
animal from the fairy tale,
Game "Guess what animal it is"
without naming it. The rest
of the pupils have to guess.
Pupils show their mood picture
10 Feedback
Teacher say rules of feedback
minutes
Show your mood
- happy like a monkey
- sad like a wolf
- energetic as a lion
Teacher name:
Date:
Theme of the lesson: Hot and Cold

that this lesson is 1.L3 recognize with support simple greetings recognize the spoken form of a limited
1.UE3 use basic adjectives and colours to say what someone/something is or has
 Pronounce the weather adjectives
 Recognize simple greetings
 Recognize Teacher’s instructions
 Listen to simple songs.
Lesson plan

timings
Pupils listen to teacher PPT
minutes Teacher say a short greeting phrase
“Hello!”
Explain the aims of the lesson:
Today we are going to learn the
words: hot & cold, snow & rain,
sunny.
minutes Use weather symbols to assessment Flashcards &
Teacher demonstrates and drills
demonstrate words. Stickers, weather
different weather adjectives:
symbols
hot, cold, rainy, wet, cloudy,
sunny, windy, snowy 1. Singing along to the worksheet
Listen a song “It’s rainy”. song and then practising http://www.youtu
Teacher demonstrates images and showing weather visuals. be.com/watch?
different weather adjectives: hot, Sing along to song v=SA_zWo5LGF0
cold, rainy, wet, cloudy, sunny, animation two or three times
windy, snowy and then see if learners can
sing song with just the
music.
– It’s windy! Weather Song
10 Mime the weather
- Rainy! For Kids: The
Hands up!
min Kids mime the wind. Sun Comes Up!
utes – Kids mime the drops. http://www.youtu
be.com/watch?
v=XcW9Ct000y
Y&feature=kp
Teacher name:
Date:
Theme of the lesson: A memory game of “Go Fish”
Learning objectives(s) 1.S5 use words in short exchanges

contributing to 1.UE7 use personal subject and object pronouns to give basic personal information

Lesson plan

timings
“Hello!”
sunny.
symbols
Pupils in pairs play a worksheet
sunny, windy, snowy
memory game of ‘Go Fish’. Worksheet
Teacher say a rules of game ‘Go
Pupils take turns to turn “Weather Draw’
Fish’ and make pairs of pupils
over two images and then https://www.goo
turn them back over. Pupuls gle.ru/search?
are looking for / need to newwindow=1&
remember images that both noj=1&biw=188
indicate a weather 7&bih=957&tbm
condition, e.g. umbrella / =isch&oq=+wor
raincoat [It’s rainy] ksheets
10 Mime the weather
Hands up!
min Sun Comes Up!
Kids mime the wind.
utes http://www.youtu
– Kids mime the drops.
be.com/watch?
v=XcW9Ct000y
Y&feature=kp
Teacher name:
Date:
Theme of the lesson: In Kazakhstan. In the forest or on the plain?
Learning objectives(s) UE11 use there is / there are to make short statements and ask questions
that this lesson is L4 recognise with support short basic questions about what something is
contributing to S1 make basic personal statements about people, objects and classroom routines

can identify and name the animals and places according to the pictures
say simple sentences about animals and places of Kazakhstan
Lesson plan

timings
Pupils listen and answer doll
minutes Teacher presents a doll.
teacher`s questions
- This is Kate. She likes to travel.
Now she is in Kazakhstan. She came
to our school, our class. Let’s tell
Kate about Kazakhstan.
minutes Teacher shows letters M, C, H, D, T, Pupils name the animals assessment PPT
on these sounds (monkey,
E and asks learners to name the
cow, cat, camel, crocodile,
animals on these sounds
horse, dog, duck, tiger, Pictures of
elephant) mountains,
Teacher pre-teaches using display
Listen to teacher plain, river,
visual “in the mountains, in the
forest
forest, on the plain, in the river”.
Teacher drills the words chorally
then individually
Teacher elicits from learners first
sound of names of following words
by showing visuals with first sound
cut-outs
[letter missing] [f] orest [m]ountains
[p]lain [r]iver Pupils divide animals into
two groups: animals in
Kazakhstan/animals not in
Kazakhstan. Pupils given
Teacher gives different groups worksheet with
different animal cut-outs e.g. Kazakhstan flag YES
monkeys, cows, tigers, foxes, wild column/Kazakhstan flag
dogs, sheep, ducks, camels, NO column.
elephants etc.
Teacher asks, projecting visuals, e.g.
Are there monkeys in Kazakhstan?
Groups with visuals say: Yes, there
are, No, there aren’t.
Pupils get the stickers of stickers
10 Does Kate like our country
sunny (if they liked the
Kazakhstan? What do you think?
minutes lesson) and rainy (if theme
was difficult to them)
weather and put them on
the board
Teacher name:
Date:
Theme of the lesson: English around us: Initial sounds. Overwriting initial sounds
Learning objectives(s) 1.L4 recognise with support short basic questions about what something is
that this lesson is 1.L9 recognise the names of letters of the alphabet
contributing to 1.UE1 use singular nouns, plural nouns – to talk about people and places

recognise and name all sounds
listen and repeat sounds correctly
Lesson plan

timings
Pupils listen and answer
minutes 1. Hello, how are you?
teacher`s questions
2. Review My/His/Her name is…
3. Teacher will invite pupils to stand Pupils stand in a circle and Hello song
in a circle and to greet each other. sing a Hello song

minutes One pupil is given the assessment small
Place the fish in the pond with the
fishing rod and asked to picture
picture side down. Make sure the
catch a fish by connecting cards
number is also down and not visible.
the magnet at the end of attached to
If the child gets the sound, but does
the line to the paperclip on each fish by
not know the letter name, that is OK.
the fish. When the pupil slipping it
The sound is the important piece of
has the fish in-hand, he or under the
information in this task.
she names the picture, paper clip
makes the beginning placed at
sound and names the letter. the fish’s
After a few turns each, pupils then
Pupils count the number of mouth
add the points on the fish’s tail for a
fish they caught
total number of points. If this task is
a number
too hard, have pupils count the
(1-5)
number of fish they caught.
written on
the tail of
the fish
ENDING THE LESSON: Feedback Activity
Pupils do a task book
10 Teacher give an instruction for task
(optional)
in Activity book (optional) p. 6
minutes p. 6
Teacher name:
Date:
Learning objectives(s) 1.L1 recognise short instructions for basic classroom routines spoken slowly and
contributing to 1.C5 use feedback to set personal learning objectives
1.S1 make basic personal statements and simple statements about objects
1.S3 pronounce basic words and expressions intelligibly
1.S5 produce words in response to basic prompts
Speak about past materials using the topical vocabulary with support
Understand specific information and detail in short, simple on a limited range of
general and curricular topics
Lesson plan

timings
Learners respond to
minutes Teacher greets learners
greeting and take
Grееtіng. Working with the duty their places.
- Good morning children! - Good morning,
- I’m glad to see you! Sit down, teacher!
please! Let’s begin our lesson! - I am fine, I am
Please, answer my question: How OK.
are you today?
- Who is absent?
- Ok, very good! Thank you!
20 MAIN PART Formative “Count” song
minutes Pupils alculate the assessment https://www.yout
Calculate the sums.
sums ube.com/watch?
5, 8, 9, 16, 20
2+1=3 4+6=10 5+1=6 v=D0Ajq682yrA
(two and one is three)
Big window, small
window. Long
“Magic bag” game
pencil, short “Magic bag”
pencil.Long pen, A school bag, a
What is it? (It is a school bag, a short pen.. Big pen, a pencil, a
pen, a pencil, a book, a rubber) school bag, small book,
How many…? This a pen, yes? A school bag. a rubber
pen big or small? Рuріls sреакs nаmе
thе dаy оf thе wеек Рареrs
wіth thе gаmе. “fеаturе” gаmе
Теасhеr gіvеs wіth “fеаturе”

gаmе.

Pupils listen
10 Evaluation of pupils by their
teacher Smiles
activities at the lesson.
min
Teacher gives evaluation give
utes
smiles.
Unit: Travel
Teacher name:
Date:
Theme of the lesson: Getting to school: Transport
Learning objectives(s) 1.S5 produce words in response to basic prompts

that this lesson is 1.UE5 use interrogative pronouns what where how to ask basic questions
contributing to 1.L1 recognize short instructions for basic classroom routines spoken slowly and
distinctly
Recognize and follow teacher instructions
Answer “How do you get to school?” question
Pronounce all the words on the topic “Transport” intelligibly
Lesson plan

timings
Pupils respond to greeting PPT
minutes Teacher greets students
and take their places.
Teacher asks students “How are Pupils watch a video and Video
you?” to find out their mood at the sing a greeting song:
beginning of the lesson; students Hello, hello!
choose one of the smiles they see on Can you clap your hands?
the slide, saying “I am
happy/sad….etc.”
20 MAIN PART Formative
minutes Pupils discuss in pairs and assessment PPT
Teacher pairs up students and shows
answer the question.
slides 5- 7 and asks students
Students’ possible answers
“What’s this?” question
are “This is a…”
Pupils should find as many
Game time
Teacher monitors students’ progress. hidden words on the topic
“Transport” as they can in
the given word search.
Each pupil finds a word
and comes to the board to
cross it out.
Pupils can pronounce all
10 Ask students to look at lesson
the words on the topic
objectives they set at the beginning
minutes “Transport” intelligibly.
of the lesson and say if they can
answer the “How do you get to
school?” question, if they can
pronounce all the words on the topic
“Transport” intelligibly.
Unit: Travel
Teacher name:
Date:
Theme of the lesson: Getting to school: How do you get to school?
contributing to 1.S3 pronounce familiar words and expressions intelligibly
1.S5 use words in short exchanges
1.L4 recognise with support short basic questions about what something is.
1.S1 make basic personal statements about people, objects and classroom routines.
recognise and pronounce words and expressionsconnected with transport correctly;
understand questions of classroom routines;
follow the instruction according to the task;
Lesson plan

timings
Formative A ball,
minutes The teacher greets the pupils and
asks how they are today. The pupils give the assessment some
answers. pictures.
The teacher asks the children to
stand in a circle and greet each I am fine!
other. Then the teacher throws the I am happy!
ball to pupils and gives the studied I am sad! etc.
earlier questions and children
answer the questions.
Standup, please, children!
Nice to meet you!
Sit down, please.
Sasha, how are you today?
Nelly, how are you today?
Aigirim, how are you today?
Kirill, how are you today? etc.
20 MAIN PART
minutes The children say what they PPT
The teacher suggests the children to are going to do at the
look at the picture and determine the lesson.
theme of the lesson by leading
questions.
The teacher divides the children into

three groups by red, yellow and Red,
green circles of paper. the children repeat after yellow,
She gives to the groups the pictures the teacherall the words to green
with partial image of transport and the theme “Transport” circles of
the children guess what it is. paper
I group. Pictures
What is it? with partial
It is a bus (a bicycle / a car / a train). image of
II group. transport.
What is it? Pictures
It is a boat (an airplane / a rocket / a with
tram). transport.
III group.
What is it?
It is a motorbike (a helicopter / a taxi
/ a ship).
10 Dynamic pause
The teacher takes the wheel and
minutes
suggests the children to go to school
by car.
- Sasha, how do you get to school?” - “I get to school by car”.
- “Get on a car”. etc.

The teacher sits the children in the
imaginary car and they move around
the classroom as if they go to school.
Unit: Travel
Teacher name:
Date:
Theme of the lesson: This is the way...

that this lesson is 1.R3 recognise some very high frequency words from local environment
contributing to 1.S5 produce words in response to basic prompts
1.UE9 use basic present simple forms [positive and negative] to give basic
personal information
1.L2 recognise with considerable support a few basic personal questions spoken
slowly and distinctly
 Listen to the song
 Recognize simple verbs of daily riutines
 Demonstrate and name the actions
 Give some information about themselves using covered verbs
Lesson plan

timings
Pupils come up to sticks
minutes Good morning children! I’m glad
the blackboard and
to see you! How are you?
put a stick
Now, Boys and Girls come up to
the blackboard and put a stick.
This is the way
Today we’re going to talk about Learners listen, we go to school
your daily routine. What do you perform gestures and song
do every day? sing along to “This http://www.youtu
is the way” song. be.com/watch?
v=fsIb5L0_pGY
20 MAIN PART Formative assessment

minutes Pupils play memory flashcards
Using vocabulary flashcards,
game to solidify the
Teacher models the vocabulary
vocabulary.
and have students repeat. Teacher
introduces the daily routines from
the flashcards and drills correct
pronunciation of each daily
routine. Teacher puts each
flashcard on the blackboard and
continues to review everything on flashcards
the board and then add a new daily When the teacher's
routine until everything has been finger is above the
introduced and drilled. correct flashcards,
Stop game: The teacher then says the pupils have to
one daily routine over and over cry out "stop"
while running their finger over all
the flashcards. When the teacher's
finger is above the correct
flashcards, the students have to
cry out "stop" and the teacher
turns the flashcard over. For extra
fun, the teacher can go too quickly
over the correct flashcard and
make the students “lose”. When
students say “stop” on the wrong
flashcard, the teacher drills it
again. Teacher continues until all
flashcards are face down on the
board.
10  How do you feel now? Pupils come up to sticks

 Are you OK ? the blackboard and
min
 Now, Boys and Girls put a stick
utes
come up to the blackboard and
put a tick.
Unit: Travel
Teacher name:
Date:
Theme of the lesson: Everyday routines
Learning objectives(s) 1.L2 recognise with support a limited range of basic common personal questions
contributing to 1.S3 pronounce familiar words and expressions intelligibly
1.UE13 use can / can’t to describe ability
1.R4 use the alphabet to place the first letters of word in alphabetical order
listen and repeat words correctly
understand teacher’s questions
Lesson plan

timings
Learners listen, perform “This is the
minutes Good morning children! I’m glad to
gestures and sing along to way” song.
see you! How are you?
“This is the way” song.
minutes The pupils give the assessment
Today we’re going to talk about
answers.
your daily routine. What do you do
worksheet
every day?
Pupils draw the daily
Teacher gives out the worksheet
routines
with the table
Pupils do a warm up
WAPM-UP
Head and shoulders,knees and toes
Knees and toes
Eyes,ears,mouth and nose
Head and shoulders,knees and toes
Knees and toes
March ,march march let’s all
march
Get your body charged
Head and shoulders ,knees and toes
Knees and toes…
board
10 And now, at the end of the lesson,
write down your home task- to write
minutes 5-6 sentences about your working
day. Is it clear? O.K!
Unit: Travel
Teacher name:
Date:
Theme of the lesson: Everyday routines

that this lesson is 1.S5 produce words in response to basic prompts
contributing to 1.UE9 use basic present simple forms [positive and negative] to give basic
personal information
1.L2 recognise with considerable support a few basic personal questions spoken
slowly and distinctly
 Pronounce and identify the topic vocabulary with considerable support
 Identify 6 new words
Lesson plan

timings
Board
minutes Good morning children! I’m glad to
see you! How are you? “What is the – I go to school BY car.
weather like today?”Ask several Board race for the words of
questions revising Transport: How transport.
do you get to school? – encourage
learners to give full answers.
minutes Learners listen, perform assessment I wake up song
Let`s listen, perform gestures and
gestures and sing along to
sing along to the Daily routine song. https://www.yo
the Daily routine song.
utube.com/watc
Pupils repeat their daily h?
Ask your students to repeat their
routines individually. v=eUXkj6j6Ez
daily routines individually.
learners match 16 pictures
Teacher asks learners to match 16 w
with the words and check as
pictures with the words and check as
a whole class.
a whole class.
Wake up PPT
Get up
Get dressed
Make the bed
Brush my teeth
Wash my face
Comb my hair
Eat breakfast
Go to school
Arrive at school Pupils makes up sentences
Work in pairs correctly;
Pupils says what part Worksheet 1
Cut leaflets to insert in routine
he/she is connected;
We cut the papers together: Pupils pronounces words
"Connect the pieces of daily and phrases intelligibly.
routines" (for the Junior class). For
the students, we cut out the cops
before class so they could only join
and glue each other. You can make
this craft as an active listening
exercise, but by giving instructions
on what type of cut and what colour
it should be:
For example. "Beautiful and stick
them together" That all listened and
cut out the necessary subjects.
/In the afternoon/In the
evening/At night
Children find the words Worksheet 2
10 Teacher give Worksheet 2. Children
related to the daily routine
should find the words related to the
min and stick them on the
daily routine and stick them on the
utes picture
picture
Unit: Travel
Teacher name:
Date:
Theme of the lesson: Where is it?
Learning objectives(s) 1.L1 recognize short basic instructions for a limited range of classroom routines
contributing to 1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on,
to describe where people and things are;
remember new topical words Listen, repeat and pronounce them clearly.
understand teacher`s instructions and follow them
Lesson plan

timings
10 ORGANISATION
MOMENT:
minutes Pupils greets teacher
Hello! How are you today?
You are so beautiful. Show
me that you are happy today.
Pupils should say a pictures
Pupils should say a sentence sentence by the action
by the action shown by a shown by a teacher.
teacher For ex: I brush my teeth

minutes Pupil listen to teacher assessment Classroom
Teacher demonstrates
objects. A box.
prepositions with the help of a
Any toy
box and a toy, children repeat
and say Kazakh equivalent.
The toy is on the box
The toy is in the box
The toy is under the box
The toy is in front of the box
Pupils altogether do the
The toy is behind the box
same and say what they http://apple.c
The toy is next to the
listen. o/1/Aljde
box( Teacher also can give
several examples using an interactive
`realia` objects) board
Listen and follow
Back to screen. sing a song` teacher`s instructions Worksheets,
where is it?. Teacher stops the colored
video. And then they back to highlighters,
screen to continue watching.
Object moving. Listen and

follow teacher`s instructions
A book is in a bag
A pencil case is on the chair.
A copybook is under the book.
A chair is next to the desk
A flower is in front of the door
A ruler is behind the computer

10 Reflection. Self-assessment
Pupils put a tick if they Reflection
`can do`. Teacher reads
minutes can do it worksheet
criteria and pupils put a tick if
they can do it
I can follow instructions
I can pronounce words
intelligibly
I can describe where people
and things are (e.g on the
chair)
I can make sentences using
right word order (e.g The cat
is on the tree)
Unit: Travel
Teacher name:
Date:
Theme of the lesson: Рrepositions- on, in, under, next to, in front of, behind
Learning objectives(s) 1.5.5.S3 pronounce basic words and expressions intelligibly

that this lesson is 1.5.5.R1 recognise, sound and name the letters of the alphabet
contributing to 1.5.5.UE14 use basic prepositions of location and position e.g. in, at, next to, near,
on, to describe where people and things are; use basic prepositions of time: on, in to
talk about days and time; use with to indicate accompaniment
Make sentences using basic prepositions with support from the teacher
Ask and answer questions about pictures
Lesson plan
Planned Teacher's actions Children`s Assessment Resources

timings actions
Pupils greet and
minutes Teacher greets students; students
answer teacher`s
respond to greeting and take their
questions
places.
Teacher asks students t“How are
you?”o find out their mood at the
beginning of the lesson;
Warm up. “ Greeting songs” Sing and dance https://www.youtu

be.com/watch?
v=8F0NYBBKcz
M
minutes Listen to teacher assessment Song “In On
Teacher demonstrates and drills basic
Under”
prepositions of place: in, on,
www.busybeaver
under, using visuals at board.
s.com
IN, ON, UNDER
Car is in the box
Car is on the box. Worksheets 1
Worksheets 2
Car is under the table. Pupils complete
task 1 in
Task 1. Teacher gives students worksheets.
worksheet to complete.
Learners given
Task 2 information gap
Learners should given information picture activity.
gap picture activity. Learners should Learners match
match prepositions on their picture prepositions on
according to the information they are their picture
given. according to the
information they
are given.
10 Go back to what your objectives were

Pupils achieved The ladder of
and ask students if they achieved
min themselves in The success
them. Teacher praises stickers to the
utes ladder of success.
students who was able to make
correct sentences.
Home task: learn the words (in my

house)
Unit: Travel
Teacher name:
Date:
Theme of the lesson: The big red bus
Learning objectives(s) 1L.5 begin to recognise the sound of phonemes and blends
that this lesson is 1.S3 pronounce basic words and expressions intelligibly recognise with support
contributing to simple greetings
1.L 3 recognise the spoken form of a limited range of basic and everyday classroom
words
name the parts of the bus
answer the questions: Is this a wheel? Yes/No.
recognize the sounds of phonemes and blends.
Lesson plan

timings
Pupils greet and answer A ball
minutes Good morning?
teacher`s questions
Glad to see you.
How are you?
What is the day today?
What the weather like today?
Call the number: Teacher allows The children must form Phonics song
the children to walk, run or skip groups of four. Continue the https://www.
around the hall. The teacher calls game calling different youtube.
a number for example, four. numbers each time. com/watch?
Teacher may ask them to perform Learners sing a “Phonics v=
a balance or to perform a stretch song” BELlZKpi1
after each whistle Zs

minutes Pupils listen to the assessment cards
1. Task 1 Listen to the sentences.
sentences.
Put the pictures in order you hear
A learner writes the
the information. Write the
numbers in the boxes.
numbers.
1. Hello, Pam, Ann, Sam. We are
at the school bus stop.
2. Bus stops at the Parking.
3. We go to the children’s book
club.
4. We go to the café. http://www.y
5. We move to the bus A learner crosses the means outube.
Task 2. Listen to the song. What of transport that are extra com/watch?
transports are extra? Cross them. v=
CaDZVbhM
yBQ
Learners sing a “Goodbye
10 Teacher finds out: What was
song”.
difficult? What was easy?
minutes
Unit: Travel
Teacher name:
Date:
Learning objectives(s) 1.L1 recognise short instructions for basic classroom routines spoken slowly and
contributing to 1.C5 use feedback to set personal learning objectives
1.S5 produce words in response to basic prompts
Speak about past materials using the topical vocabulary with support
Understand specific information and detail in short, simple on a limited range of
general and curricular topics
Lesson plan

timings
Learners respond to PPT
minutes Teacher greets learners
greeting and take their
Grееtіng. Working with the duty places.
- Good morning children! - Good morning, teacher!
- I’m glad to see you! Sit down, - I am fine, I am OK.
please! Let’s begin our lesson!
Please, answer my question: How
are you today?
minutes Pupils find the stickers. assessment stickers
Find the stickers!
1 Stand up 5 Jump
2 Sit down 6 dance
3 Clap your hands 4 stamp your worksheets
feet 1
Listen and colour. Look, draw and say.
Blue bed Yellow TV
Red chair Green table worksheets
2
Look, draw and say. Look, draw and say.
1 Car, plane, car, plane
2 Car, car, bike bike, car, car
3 Doll, doll, kite kite, doll,
doll, kite
Listen to teacher
10 Smiles Report
5- excellent
minutes 4- good
3 bad
Unit: Traditions and folklore
Teacher name:
Date:
Theme of the lesson: Happy Birthday
Learning objectives(s) 1.S1 make basic personal statements and simple statements about objects
that this lesson is 1.S6 exchange simple greetings and use the words: please, sorry and thank you
contributing to 1.L1 recognize short instructions for basic classroom routines spoken slowly and
distinctly
1 R3 recognize some very high frequency words from their immediate environment
 say numerals intelligibly
 say names of some birthday items intelligibly
 understand some factual questions about their age
Lesson plan

timings
Pupils sing a song “ Make song “
minutes Pupils exchange simple greetings.
a circle” and move. Make a
Teacher: Let’s sing a song “ Make a
circle”
circle” and move.
minutes Pupils recognize a new assessment PPT
Pupils should recognize a new
question and new words
question and new words and learn a
new question.
“How old are you?”
Сенің жасың нешеде?
Birthday-туған күн
Presents-сыйлықтар
Gifts-сыйлықтар
Cakes-торттар
PPT
Birthday hats-туған күн
Pupils respond to some
қалпақтары
information questions
Candles – шырақтар
about their birthday
Balloons -шарлар
correctly.
Children: How old are
Grammar rule. Personal pronouns
you? – I am 7.
I am\He is \She is
How pld is she? –She is 6
I am –мен
He is – ол (ұлға) How old is he?- He is 7
She is – ол (қызға)
Examples:
I am 6 Мен алтыда.
He is 7 Ол жетіде
She is 6 Ол алтыда
song
10 Teacher finds out: What was
Listen to teacher “Happy
difficult? What was easy?
minutes “Happy birthday” sing a birthday”
“Happy birthday” sing a song song
Teacher name:
Date:
Theme of the lesson: Springtime in Kazakhstan
Learning objectives(s) L.1 recognize short basic instructions for a limited range of classroom routines
contributing to 1.L 3recognize with support simple greetings
recognize the spoken form of a limited range of basic and everyday classroom
words
Sing a song and make up words with letters.
Recognize the sounds of phonemes.
Lesson plan

timings
Pupils sing a song “ Make song “
minutes Pupils exchange simple greetings.
a circle” and move. Make a
Teacher: Let’s sing a song “ Make a circle”
circle” and move. Video from
Make a circle big, big, big website
Small, small, small smk.edu.kz
Make a circle small small hello,
hello, helloo
Make a circle round and round
Make a circle round and round,
hello, hello, hello
Make a circle up up up, down down
down
Make a circle down down down
Now sit down
minutes Pupils say their opinion assessment PPT
What do you imagine when you
think of snow?
What do you know about season?
Say the phonetic drill by pictures
repeating after teacher
Phonetic drill
Autumn is yellow
Winter is white
Spring is green
Summer is bright
Teacher elicits and pre-teaches
spring words: birds, flowers, bees,
rabbits, leaves, snow, spring etc.
Bird – птица- құс
Flower – цветок – гүл
Spring – весна – көктем
Snow – снег – қар Learners choose and write pictures
Repeat after me……. the numbers.
- I’ll give you some pictures say me 1. birds
in English 2.flowers
3.spring
Group work 4.leaves
How many leaves do you have? I 5.snow
have 3 leaves 6. rabbits
How many flowers do you have? I 7 bees.
have 5 flowers
Teacher reads four words and points
to the picture
10 Individual work.
Pupils match the sentence PPT
Match the sentence by using the by using the picture
minutes
picture
I have 3 flowers I have 3 leaves I
have 6 birds I have 3 bees
Teacher assesses learners after each
task through support, encourages
and oral comments.
Teacher name:
Date:
Theme of the lesson: Hats and masks
Learning objectives(s) 1S3 pronounce familiar words and expressions intelligibly;

that this lesson is 1UE11 use there is\ there are to make short statements and ask questions
contributing to

make up sentences using there is /there are
Lesson plan

timings
Pictures of
minutes Greeting :
Children: -Hi ! We are hat and
Teacher: -Hello! How are you ?
fine! mask
Children: -Hi ! We are fine!
Meets learners, asks the date, day,
month, season etc.
Teacher divided learners into two
groups by giving them the pictures
of different hats and masks

minutes Pupils do tasks with assessment worksheets
Teacher explains differences
helping teacher`s
between there is\ there are
instructions
Group work :
1-group find singular form : mask,
hat ,
2-group finds plural form masks, Pupils should make a mask papers and
hats ans hat scissors
Craft work
The pupils work in groups. Each
group is given papers and scissors.
To work together to produce a hat
or mask.
They can draw and colour things
like eyes, nose, ears, hair, mouth.
It is adviseable to have a model so
that the pupils use it as a point of
reference.
Pupils say Yes or No PPT
10 Game Yes\ No
Spring – Yes/ No
minutes Winter- No/ Yes
Green Yes/No
White- No/Yes
Cold- Yes/No
Warm-Yes/No
Teacher name:
Date:

Lesson plan

timings
chair.
teacher`s questions
e.g.
There is a pen
There is a book
aloud
a chairs….

DEs
dance
friend!
Teacher name:
Date:
Theme of the lesson: Story time
Learning objectives(s) 1.L3 recognise with support simple greetings

that this lesson is recognise the spoken form of a limited range of basic and everyday classroom words
contributing to 1.S3 pronounce basic words and expressions intelligibly
listen and repeat the names of all toys, classroom objects
Lesson plan

timings
Pupils will try to guess the classroom
topic of the lesson looking objects
at visual aids: a book, a
pen, a bag, a rubber, a
ruler, a desk, a chair.
minutes Pupils to sit on the carpet assessment
Teacher invites Pupils to sit on the
and watch the story.
carpet and watch the story.
Pupils answer that it is a CD1 track
Let’s watch! (track 42 CD1)
train. 42
Teacher plays the CD. Stops the CD
Pupils say “No!” T
and asks what they are pointing to
continues playing the CD.
the train and toys. Then plays the
CD. Stops and asks what it is when
the sound of the train comes.
Pupil repeat CD1 track
Teacher plays the CD. Stops it and
asks if the train helps  I’ve got lots of 42
toys!
 Let’s repeat!  Please help me! I
T plays the CD again. After each can’t move! I’ve
sentence stops the CD and repeats it got dolls and kites!
with class.  Sorry, no!
 I’ve got lots of toys!  Please help me! I
 Please help me! I can’t can’t move! I’ve
move! I’ve got dolls and got cars and bikes!
kites!  Sorry, no!
 Sorry, no!  I can help you! Pencils,
 Please help me! I can’t  I know I can…. sheets of
move! I’ve got cars and  Thank you! paper
bikes!
 Sorry, no!
 I can help you!
 I know I can…. Pupils to colour them and
 Thank you! use them to make their
own story books.
Colouring (individual work)

Teacher hands out the story cards.
Asks the Pupils to colour them and
use them to make their own story
books. If it is necessary, Teacher
asks the Pupilss to finish their work
at home.
Pupils to go near the Smiley
10 Teacher asks Pupils to go near the
“positive smiley” if they faces
“positive smiley” if they like the
minutes like the lesson and near the
lesson and near the “negative
“negative smiley” if they
smiley” if they don’t like the lesson.
don’t like the lesson.
Pupils go and stand near them.
Pupils go and stand near
them.
Let`s sing a song “Come on CD1 track

Then whole class sing a 40
everybody!”
song “Come on
AUDIOSCRIPT
everybody!”
Come on everybody,
Clap your hands!
Come on everybody,
Stamp your feet!
Stand up, sit down,
Jump all around!
Come on everybody,
Dance to the beat!
Teacher name:
Date:
Theme of the lesson: ABC Review

that this lesson is
contributing to

learn ABC song
Lesson plan

timings
minutes

minutes Pupils learn and sing The assessment The ABC
Sing the "The ABC Song"
ABC song song
Start this section of the lesson with
the ABC song to indicate that it’s
alphabet time. If possible, have the
letters of the alphabet stuck around
the walls of your classroom, high
enough so your students can’t take
the down, and point at each letter as
it is sung. If not, it’s not a problem,
sing along with the song and have
fun.
Lyrics for "The ABC Song"
Verse 1:
ABCDEFG
HIJKLMN
OPQRSTU
Pupils to pick it up, say the
V W and X Y Z
name, sound and picture flashcards
I can sing my ABCs,
and then give back to
Won’t you sing along with me?
teacher
Verse 2:
ABCDEFG
HIJKLMN
OPQRSTU
V W and X Y Z
I can sing my ABCs,
Won’t you sing along with me?
Put the flashcard on the floor and

ask individual students to pick it up,
say the name, sound and picture and
then give back to you.
Pupils to go near the smiley
them.
Unit: Food and drink
Teacher name:
Date:
Theme of the lesson: Things I like: ‘I like’ ‘I do not like’
Learning objectives(s) 1.S1make basic personal statements and simple statements about objects
that this lesson is 1.S3 pronounce basic words and expressions intelligibly
contributing to 1.UE9 use basic present simple forms [positive and negative] to give basic personal
information
Name words according to the topic.
Make up positive and negative sentences about food they like and dislike
Lesson plan

timings
Pupils greet teacher, PPT
minutes Get students ready to the class by
answer questions about
greeting them, asking questions
their feelings
about their feelings.
Teacher should divide Learners into pictures

2 groups using two pictures with Learners to name in
chocolate and pizza. Kazakh /Russian language
Teacher gives to each group half of (bread, soup, fish, ice
the cards of the food and make them cream, chocolate, chips,
find the other half and guess what pizza, cheese, )
the pictures are. Teacher will
encourage Learners to name them in
Kazakh /Russian language (bread,
soup, fish, ice cream, chocolate,
chips, pizza, cheese, )
minutes assessment pictures
Says missing words. Play a game “
Who is faster?”
A learner
Teacher shows pictures of food on
Remembers and name
the board and students name them
food and drinks and open
all with their eye open. After teacher
the eyes and name what is
says to close the eyes, teacher takes
missing pictures
one card away. Students open the
eyes and name what is missing. Pupils listen to teacher
Teacher uses visuals of different
types of food to introduce /revisit pictures
food vocabulary. Teacher models I
like… I don’t like in building up two
groups of food items on the board
beneath a happy/sad face.
Look at the pictures. Say what A learner
you like and don’t like - Says what food and
Example: It’s an ice cream. It’s drinks does he\she like
red. I like chocolate. - Says what food and
Teacher keeps the conversation by drinks he\she doesn’t like
asking questions: Is it yummy or
yucky?
Pupils to go near the smiley
them.
Teacher name:
Date:
Theme of the lesson: Things I like: What colour questions
Learning objectives(s) 1.L4 recognise with support short basic questions about what something is
that this lesson is 1.S5 use words in short exchanges
contributing to 1.UE9 use common present simple forms [positive, negative and question] to give
basic personal information
All learners will be able to:
 Pronounce and recognise with support short basic questions about what
something is
Most learners will be able to:
 Ask questions and answer the questions using structure What colour is …? It
is …
 Ask question about the things they like and dislike
Some learners will be able to:
 Ask more than 2 questions and answer the questions using structure What
colour is …? It is …
Lesson plan

timings
Greeting, saing the Date, PPT
minutes Greeting, asking the Date, day of
day of the week, weather.
the week, weather.

minutes Pupils repeat teacher new assessment Smiles pupils
Teacher gives out card with new
words book page 63
words and showing the pictures of
fruits and vegetables asks repeat
after.
Onions
Tomatoes
Pears
Pupils answer teacher`s https://www.you
Carrots
questions tube.com/watch?
Apples
v=OyxJ4y9GD
Mg
Pre listening activity:
Teacher tells the pupils about what
they are going to do today:
Repeat the names of the colours Pupils have cards with
Teacher shows the video “What new words. They should flashcards
colour is it?” . Then danceand sing ask their partner using
the song together. these cards.
1. Pair work. Teacher will
invite one pupils and model to the
class the next activity.
Teacher divides pupils into pairs
using the cards blue and red
(Teacher doesn’t show the colours
of cards)
Teacher will go around the class
and listen their conversation.

Pupils thumbs up if they thumbs
10 Teacher asks Pupils to show
understand the theme or
Thumbs up if they understand the
min thumbs down if they need
theme
utes help
Thumbs down if they need help
Teacher name:
Date:
Theme of the lesson: Hot and Cold

that this lesson is 1.L3 recognize with support simple greetings recognize the spoken form of a limited
1.UE3 use basic adjectives and colours to say what someone/something is or has
Lesson plan

timings
“Hello!”
sunny.
symbols
sunny, windy, snowy 2. Singing along to the worksheet
Listen a song “It’s rainy”. song and then practising http://www.youtu
Teacher demonstrates images and showing weather visuals. be.com/watch?
different weather adjectives: hot, Sing along to song v=SA_zWo5LGF0
cold, rainy, wet, cloudy, sunny, animation two or three times
windy, snowy and then see if learners can
sing song with just the
music.
10 Mime the weather
Hands up!
min Kids mime the wind. Sun Comes Up!
utes – Kids mime the drops. http://www.youtu
be.com/watch?
v=XcW9Ct000y
Y&feature=kp
Teacher name:
Date:
Theme of the lesson: Animals like …
Learning objectives(s) 1.UE9 use basic present simple forms [positive and negative] to give basic personal
that this lesson is information
contributing to 1.S5 produce words in response to basic prompts
1.L3 recognise with support simple greetings
recognise the spoken form of a limited range of basic and everyday classroom words
1.S1 make basic simple statements about objects
 respond appropriately to some yes/no questions
 use some short form answers correctly
 respond to some information questions about animals correctly
Lesson plan

timings
Pupils greet and answer PPT
minutes Hello, boys and girls
the questions
How are you?
What day is it today?
What is the weather like today?
minutes Pupils listen to teacher assessment PPT
1.Teacher presents, using visuals,
vocabulary relating to different types
of food animals eat
grass, fish, bananas, milk, leaves,
Learners answer Yes they worksheets
birds, bugs etc.
do./ No they don’t
2. Learners are given worksheets
with numbers 1 to 10 written on and
options y (for yes), n (for no).
Teacher reads out ten questions,
e.g. 1.Do cats like milk?
2.Do cows eat eggs?
3. mouse- cheese
4. Dogs- salad
5. Fish- pasta
6.monkey-bananas
7. Horse –steak
8. Tiger- chips
9. Crocodile- cake
10. chickens-rice
Pupils match animals and worksheets
10 Pupils should match animals and
their food on the
their food on the worksheets.
minutes worksheets.
Teacher name:
Date:
Theme of the lesson: Animals like: Making animal shadow shapes
Learning objectives(s) 1.L3 recognise with support common names and names of places; recognise the

Understand some factual questions about animals and their food.
Lesson plan

timings
Look and repeat after video. https://www.yout
minutes Tell me please! What did you
ube.com/watch?
watch in this video?
v=E_VcSQn73d
o
minutes Pupils look at the interactive assessment PPT
Pre-listening «Drilling»
board and repeat after me
Look at the interactive board and
repeat after me.
Fish-балық
Spiders-өрмекшілер
Milk-сүт
Bugs-қандала,қоңыз,құрт-
Listen to the words and PPT
құмырсқа
draw parts of body
Birds-құстар
While listening “Listen, point,

repeat”’
Listen to the words and draw
parts of body
Fish
Spiders
Milk
Bugs
Birds
Learners stick stickers on sticks
10 Learners should stick stickers on
traffic light
traffic light
min
utes
Teacher name:
Date:
Theme of the lesson: Nice or nasty
Learning objectives(s) 1.S2 ask questions in basic exchanges about people, objects and classroom routines
that this lesson is 1.S3 pronounce familiar words and expressions intelligibly
contributing to 1.S4 respond to basic supported questions about people, objects and classroom
routines
1.UE5 use interrogative pronouns which, what, where, how to ask basic questions
 Pronounce basic words and expressions intelligibly respond to very basic
supported personal questions
 Use interrogative pronouns What … ? to ask basic questions
Lesson plan

timings
Pupil greet teacher PPT
minutes  Good afternoon, children!
 How are you?
 I’m glad to see you! Sit
down!
minutes Children repeat after assessment PPT
Warming-up: Look at the screen
teacher
and try
to read a poem:
I like honey on my bread,
I like salad , I like eggs.
By warming-up and picture
I drink water all day long.
picture children determine
All these things make me strong.
the lesson topic and goal
setting
 Subject definition of lesson
and goal
 setting PPT
Can you tell me the theme of our
 Reflection
lesson? You are clever! Today we’ll
talk about the food, but nice and
nasty food.
Before we will practise our phonetic.
Game: “Echo” cards

chicken salmon
potatoes peas  children by
cucumber carrots presentation after teacher
bananas oranges repeat words, game:
apples strawberry “Echo”
bread Ice-cream
chips milk Children work with cards
cheese pizza (work in group, each
group has a table with four
columns and word cards,
Put the words correctly in the work in group)
columb

Work in group with PPT
10 What is it? It is nice or nasty?
pictures.
It is … .
minutes What is your favourite colour?
children make basic
Speaking:
personal statements and
I like
simple statements about
objects
Reflection.
The lesson is over. Good-bye!
Teacher name:
Date:

Lesson plan

timings
chair.
teacher`s questions
e.g.
There is a pen
There is a book
aloud
a chairs….

DEs
dance
friend!
Unit: Health and body
Teacher name:
Date:
Theme of the lesson: Hands and head
Learning objectives(s) 1.UE1use common singular and plural nouns to say what and where things are
that this lesson is 1.UE9use basic present simple forms [positive and negative] to give basic personal
contributing to information
Name their parts of body
Lesson plan

timings
minutes Home task is checked – some

Greet teacher and check pupils`
students had to get ready their
home tasks copybooks
project My favorite food
Some people can just revise
vocabulary by cards.
minutes Listen and repeat after assessment PPT
New vocabulary introduction
teacher
1.Head
2.Shoulder
3.Eyes
4.Ears
5.Nose
Children show first, then
6.Mouth
they say a sentence:
7. Teeth
 This is my nose,
Practice: these are my
mouse. Worksheet
Ask children questions:
-Where is your nose / head / Pupils color the picture of
shoulder, etc.? a boy and try to match
parts of body and words.
Working with a worksheet

Individually, students color the
picture of a boy and try to match
parts of body and words. It is ok if
they will not be able to complete all
of them at once.
10 Feedback (stairs)
learners to rise a hand if -
Ask learners to rise a hand if they
minutes they are able to:
are able to:
 Name 5-6 words of food  Name 5-6 words of
food correctly
correctly
 Say a sentence correctly  Say a sentence
correctly
 Say 2 sentences correctly
 Say 2 sentences
Home task – draw a monster and correctly
present next lesson, learn the words
Teacher name:
Date:
Theme of the lesson: Parts of Body
Learning objectives(s) 2.S3 pronounce familiar words and expressions intelligibly

that this lesson is 2.W3 write familiar words to identify people, places and objects
contributing to 2.R1 recognise, sound and name the letters of the alphabet

Construct sentences about their body
Lesson plan

timings
10 ORGANISATION
MOMENT: Formative
minutes Listen to the song one assessment http://www.youtube.c
Listening.
more time to listen for om/watch?
Listen to a song and ask kids details and complete the v=7y_TUJy2TY8
to name the body parts. This missing letters ON THE
checks their knowledge from CARDS
last year (assessment for
learning).Basing on the
knowledge, teacher may plan
further activities.
Listen to the song one more
time to listen for details and
complete the missing letters
ON THE CARDS. For the
moment, learners have to be
able to name and write
alphabetically, so they will be
able to complete it.
20 MAIN PART
minutes Play this game on the cards worksheet 1
Playing beetle game. You
board asking kids to
throw the dice and according
draw parts in turn. You
to the number of dots kids
need to have 1 big dice.
draw parts of the beetle body
parts. Start with body and
head. Do not forget to ask
them to name the body parts.
Feedback (stairs) learners to rise a hand if
10 they are able to:
Ask learners to rise a hand if
min they are able to:  Name 5-6 words
utes of food correctly
 Name 5-6 words of
food correctly  Say a sentence
 Say a sentence correctly
correctly  Say 2 sentences
 Say 2 sentences correctly
correctly
Home task – draw a monster
and present next lesson, learn
the words
Teacher name:
Date:
Theme of the lesson: Let’s move
Learning objectives(s) 1.L1. recognize short basic instructions for a limited range of classroom routines
contributing to 1. S4 respond to basic supported questions about people, objects and classroom
routines
1. UE14 use basic prepositions of local and position e.g. in, at, next to, near, on, to
describe where people and things are; use basic prepositions of time: on to talk
about days
use basic prepositions of local and position: in, on, under, by, near, on, to describe
where people and things are; use basic prepositions of time: on to talk about days
Lesson plan

timings
Pupils greet teacher pictures
minutes Greeting.
Divide them into three groups
choosing the pictures of “bees”
“ladybugs” and ”butterflies” after
taking the pictures they fly as they
are to their place.
minutes
Listening Learners: assessment video
from you
Task: 1 Listen to the teacher - recognize words of
tube
the words of the parts of the the parts of the body
body and do it. [p] pair work -follow the teacher’s
(teacher will give them instructions
command and they do it.)
T: Stand face to face.
1.Then touch your friend’s
nose.
2. Touch your friend’s ear. Flash
cards and
3. Touch your friend’s head. Make up sentences things
4. Touch your friend’s shoulder. using prepositions
If learners can make Video
5. Touch your friend’s hand. up sentences they’ll from you
take a flower tube
Speaking. Task 2.
1. Pre-listening.
Teacher shows some flash
cards to predict the theme
2.While-listening: Watch a
video.” Where is it?”
3.Post-listening: Make up
sentences. Use in, on, under,
by, next.
Feedback : At the end of the Pupils reflect on
10
lesson, using the method:
minutes “Aquarium”
students reflect on:
- what they learned
- what remained unclear for
them
- what they need to continue
working on
Teacher name:
Date:
Theme of the lesson: Making a puppet

that this lesson is recognise the spoken form of a limited range of basic and everyday classroom words
contributing to 1.S2 begin to use intonation to signal questions in basic exchanges
1.L5 begin to recognise the sound of phonemes and phoneme blends
1.UE8 use imperative forms of common verbs related to classroom routines
1.W2 form some lower case letters of regular size and shape
 Ask and answer questions what’s this?
 Make a puppet
 Write some lower case letters
Lesson plan

timings
minutes Hello, boys and girls

Pupils greets to teacher.
How are you?
What day is it today?
What date is it today?
What month is it now?
What is the weather like today?
Phonetic exercises Say phonetic exercises https://www.youtub

Animals are beautiful, e.com/watch?
Animals are fun, v=vUmqRA_PdoU
most of the animals like to run
minutes Learners given assessment worksheet
Teacher demonstrates on an
worksheet with
illuminated white board how to
diagrams of how to
make an animal shadow puppet
make animal shadows
shape e.g. a bird. Teacher
using their hands.
demonstrates “Look it’s a bird …
Different groups given
fly, bird, fly.’
different animals.
Learners practice
shapes in groups.
Learners can only make
shapes if they can find
name of the animal.
Position yourself in the
middle of groups so
learners can come and
Invite two learners to come back ask you What’s this?
to the board to make their shapes Give clues e.g. f…
on different sides of the board. [fox].
Get learners in class to give
instructions for animal shapes to Learners then come to
perform. e.g. Hey, frog, kiss the the board [one by one],
chicken. make shape and ask
What’s this? Class
answers and then
learner says e.g. Walk
chicken walk and
makes shape move
10 Feedback : At the end of the

Pupils reflect on
lesson, using the method:
min “Aquarium”
utes
students reflect on:
- what they learned
- what remained unclear for them
- what they need to continue
working on
Teacher name:
Date:
Theme of the lesson: A special dance
contributing to 1.L3 recognise with support common names and names of places recognise the
pronouns words according to the theme health and body
Lesson plan

timings
Students should touch the
minutes Simon says touch your head…..
part of body the teacher
The teacher says: “Simon says touch has said.
your head.”
minutes Pupils should guess the assessment PPT
look and say
action.
What is it? ……
It’s a chicken…..
Listen and do
Walk like a chicken (learners should
be show)
Eat like a mouse
Laugh like a monkey
Sing like a fish\
To divided into 4 groups by colors
and play a game back to screen. The
teacher says and shows on the screen
the word to whole class they will act
it out, that group which will stay
giving back to the screen should
guess the action.
10 Go back to what your objectives

Pupils achieved The ladder
were and ask students if they
minutes achieved them. Teacher praises themselves in The ladder of success
stickers to the students who was able of success.
to make correct sentences.
Home task: learn the words (in my

house)

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Unit: All about me

Grade: 1 Number present: Number absent:

Theme of the lesson: Greetings and names

Lesson objectives Learners will be able to:

Planned Teacher's actions Children`s actions Assessment Resources

10 ORGANISATION MOMENT: Repeat their names as:

20 MAIN PART Work with a poster. Put up Critical Pictures of

ENDING THE LESSON: They are introduce Feedback

Grade: 1 Number present: Number absent:

Lesson objectives Learners will be able to:

Planned Teacher's actions Children`s actions Assessment Resources

10 ORGANISATION MOMENT: The pupil introduce

Play CD. The pupils listen, point to the

Grade: 1 Number present: Number absent:

Theme of the lesson: Colours

Lesson objectives Learners will be able to:

Planned Teacher's actions Children`s actions Assessment Resources

ENDING THE LESSON: The pupil follows the Feedback

Grade: 1 Number present: Number absent:

Theme of the lesson: Colours: This is …/These are…

Lesson objectives Learners will be able to:

Planned Teacher's actions Children`s actions Assessment Resources

ENDING THE LESSON: Feedback

5 Show a red coloured pencil and

Grade: 1 Number present: Number absent:

Theme of the lesson: 1 to 20

Learning objectives(s) L1 recognise short instructions for basicclassroom routinesspoken slowly

Lesson objectives Learners will be able to:

Planned Teacher's actions Children`s actions Assessment Resources

minutes Ask a pupil to name three more

Sing the Numbers song.

ENDING THE LESSON: Feedback

Grade: 1 Number present: Number absent:

Theme of the lesson: 1-20

Learning objectives(s) L1 recognise short instructions for basicclassroom routinesspoken slowly

Lesson objectives Learners will be able to:

Planned Teacher's actions Children`s actions Assessment Resources

minutes Name two school items, e.g. a book

ENDING THE LESSON: Feedback

5 The pupils then work in pairs. They

Grade: 1 Number present: Number absent:

Theme of the lesson: 1 to 20 (11-20)

Learning objectives(s) 1.S3 pronounce familiar words and expressions intelligibly

Lesson objectives Learners will be able to:

Planned Teacher's actions Children`s actions Assessment Resources

minutes Write a number on the board, e.g.

Grade: 1 Number present: Number absent:

Theme of the lesson: Unit revision

Lesson objectives Learners will be able to:

Planned Teacher's actions Children`s actions Assessment Resources

20 MAIN PART Critical

Draw lines to match

5 Circle the odd out.

Grade: 1 Number present: Number absent:

Theme of the lesson: Classroom objects

Lesson objectives Learners will be able to:

Planned Teacher's actions Children`s actions Assessment Resources

5 You whisper a school item to the

Grade: 1 Number present: Number absent:

Theme of the lesson: Classroom objects

Lesson objectives Learners will be able to:

Planned Teacher's actions Children`s actions Assessment Resources

Grade: 1 Number present: Number absent: