ҚМЖ 2кл - 130б-2

Unit: All about me
Teacher name:
Date:
Grade: 2 Number present: Number absent:
Theme of the lesson: Hello again
Learning objectives(s) 2.S6use short answers appropriately in short, basic exchanges and take turns when
that this lesson is speaking with others in a limited range of short, basic exchanges
contributing to 2.W5 write letters and familiar high frequency words when read aloud or spelt out
for learners
Lesson objectives Learners will be able to:
pronounce some letters
recognize letters sounds and read/write them
Lesson plan
Planned Teacher's actions Pupils` actions Assessment Resources

timings
10 ORGANISATION MOMENT:
Students respond to -
minutes Teacher greets students
greeting and take their
places
video ``Saying hello`` Students are suggested a video
video “How to say hello in
different languages”.
Students listen to and
compare English “Hello”;
then each student shares a
farewell he/she memorized
and says this farewell to a
peer and/or a teacher..
20 MAIN PART
minutes Students play game Formative -
Play game “Board Race”.
“Board Race”. assessment
Game description: There are words
of greetings on the board. Students
are divided into two teams. Teacher
reads a greeting word i.e. Good
morning! Each member of the teams
should find the answer on the board
Listen to the teacher. Write PPT
and touch it. Student who touches
the words.
the answer first gets a point.
Pupils writes down the
Overwriting
words and completes the
Learners are given different greeting
words with the missing
phrases to overwrite. Students work
letters.
individually within 5-7 mins, after,
students stick their works onto a
large greetings display collage and
repeat all phrases in chorus for
drilling pronunciation.
Teacher reads aloud: boy, pencil,
banana, family, bus, dog.
Teacher spells the words aloud: b-
o-y, p-e-n-c-i-l, b-a-n-a-n-a, f-a-m-i-
l-y, b-u-s, d-o-g.
ENDING THE LESSON: Feedback
Pupils should share thumbs
10 Pupils should share opinions if they
opinions if they
liked/disliked the lesson by putting
minutes liked/disliked the lesson
their thumbs up/down and
by putting their thumbs
explaining the reasons using simple
up/down and explaining
language
the reasons using simple
language
Unit: All about me
Teacher name:
Date:
Theme of the lesson: I can …
Learning objectives(s) 2.S4 respond to basic supported questions giving personal and factual information
that this lesson is 2.UE13 use can to talk about ability and to make requests and offers; use
contributing to can / can’t to talk about permission
2.L2 recognize with considerable support an increasing range of common personal
questions
2.S2 ask questions in order to satisfy basic needs and find information on
familiar topics and classroom routines
2.S4 respond to basic supported questions giving personal and factual
information
Identify and respond the teacher`s questions using can and can`t with limited
support
use the modal verbs can/can`t when the learners speak about their abilities, using the new
words, for example: I can run, a can`t sing
Lesson plan

timings
places
Warming up
teacher to make a speech warm-up Students move every part interactive
(every part of the body and the verb of the body and the verb board
corresponds to its motion) corresponds to its motion
Eyes - displayed on the eye and e.g
We have got eyes and we can see.
We have got ears and we can hear.
We have got legs and we can walk.
We have got mouths and we
can talk.
20 MAIN PART Formative

minutes Pupils answer teacher`s assessment interactive
Activity 1. Teacher asks the
questions board
questions and shows the pictures e.g
What can this person/ they do? They
can dance. They can play basketball.
The learners should watch video from
T-S the video (questions about YouTube
Activity 2.The learners should some abilities) and filling
watch the video (questions about the table 1 what they
some abilities) and filling the table 1 can/can`t do.
what they can/can`t do. S-T
Give weaker learners table and
pictures with images of different
abilities (common verbs – ride a
bike, swim, sing etc.) Learners
write yes or no

Learners orally answer the -
10 Learners should orally answer the
questions
questions:
minutes Can you use the modal verbs
“can/can`t” when you say about
your abilities?
Unit: All about me
Teacher name:
Date:
Theme of the lesson: My clothes and things
Learning objectives(s) 2.UE3 use basic adjectives to describe people and things
that this lesson is 2.W5 copy letters and familiar high frequency words
contributing to

to learn to ask for and give descriptions of things using adjectives of color
What are you wearing today?
I’m wearing a yellow T-shirt.
Lesson plan

timings
places
What colour is it? picture
Say the name of colour

minutes Learner will continue to assessment
Listening and Speaking: Let’s start
practice and repeat
our lesson.
Teacher will repeat the structure Pupils choose only 5 picture
What are you wearing today? words: dress, skirt, blouse,
Vocabulary bank: learners look at cardigan, sweater picture
the vocabulary bank and try to Learner will be given
remember the clothes spelling: clothes handouts to
Writing: Learner will be given practice writing clothes
clothes handouts to practice writing spelling according to
clothes spelling according to vocabulary bank
vocabulary bank
Bl_ _ se
C__t
Dr _ s _
H_t
J_ ck _ t
-
10 Learners should give feedback to
Learners give feedback to
each other. This might be done in
minutes each other. This might be
oral form.
done in oral form.
Learners reflect on their learning:
What has been learned
What remained unclear
What is necessary to work on
h/t to learn new words by heart:
dress, skirt, blouse, cardigan,
sweater
Unit: All about me
Teacher name:
Date:
Theme of the lesson: Unit Revision
Learning objectives(s) 2.UE1 use singular nouns, plural nouns – including some common irregular plural
that this lesson is forms in giving simple descriptions
contributing to 2.L1 understand a range of short basic supported classroom instructions

Identify 80% items of clothing
Verbally describe what clothes they are wearing
Lesson plan

timings
places
20 MAIN PART
minutes Pupils watch a video and Formative PPT
revise the structure What assessment
our lesson.
are you wearing today?
Teacher asks pupils to watch a video
and colours
and revise the structure What are
you wearing today?and colours Learnerscontinue to
practice the structures
Learnerscontinue to practice the
structures
I am wearing… Worksheets
He is wearing..
She is wearing…
Vocabulary revision: Pupils revise the items of
Worksheets
Pupils revise the items of clothing clothing
Matching game. Teacher hands out
pictures with items of clothing and
learners are to write the name of the
clothes. A learner
Look at the pictures. Describe • describes clothes using
clothes and people. Use adjectives adjectives;
red, grey, yellow, happy, sad, proud, • talks about feelings;
surprised etc. • uses topic words;
Example: The boy is happy. • pronounces words and
expressions clearly
ENDING THE LESSON:
Feedback -
10 Board racing game:
Learners are to touch the
Teacher divides the class into two correct structure.
minutes
groups. Teacher shows pictures of
the clothing items. Learners are to
touch the correct structure. (This
is/These are)
Unit: My family and friends
Teacher name:
Date:
Theme of the lesson: Friends’ names
Learning objectives(s) 2.L3 understand the main points of short, slow and carefully articulated talk on
that this lesson is routine and familiar topics features such as colour and number
contributing to 2.R1 read and spell out words for others
2.W2 write letters and familiar high frequency words when read aloud or spelt
Write their names correctly
Write 40% of the friends’ names correctly
Lesson plan

timings
places

minutes Pupils watch a video and assessment video from
revise the structure What Youtube
our lesson.
are you wearing today?
Teacher asks pupils to watch a video
and colours
and revise the structure What are
you wearing today?and colours
Learnerscontinue to practice the
structures
I am wearing…
He is wearing.. PPT
Learners make a circle
She is wearing… and ask right-hand partner
the question, he/she
answers it and asks
Revision Question Game
her/his right-hand partner
Learners make a circle and ask
and so on.
right-hand partner the question,
he/she answers it and asks her/his
right-hand partner and so on.
-What is your name?
Today we’ll talk about names and
friends.
ENDING THE LESSON:
Learners give feedback to Feedback
each other. This might be
minutes done in oral form.
oral form.
Learners reflect on their learning:
- What has been learned
- What remained unclear
What is necessary to work on
Teacher name:
Date:
Theme of the lesson: Helping hands
Learning objectives(s) 2.W2 form lower and upper case letters of regular size and shape
that this lesson is 2.R1 recognise, sound and name the letters of the alphabet
contributing to 2.L3 recognise with support common names and names of places and the spoken
form of a limited range of everyday and classroom words
Write their names correctly
Write 40% of the friends’ names correctly
Lesson plan

timings
places
20 MAIN PART
minutes Learners revise the Formative https://www.yo
Learners are introduced LO.
alphabet singing the song assessment utube.com/watc
Warm up
“ABC” h?
Revision of the ABC
Learners all write their v=sxk4LKp8U
own names in large NI
Presentation
letters on a card. Worksheet 1
Learners should write their own
Learners in rows then http://www.edc
names in large letters on a card.
turn and back-write their reate.com/word
Learners in rows then turn and
name [write with finger search/wordsear
back-write their name [write with
on another learner’s ch_create.php
finger on another learner’s back].
back]. Learners turn the
Learners turn the other way and
other way and repeat
repeat process. Learners then look
process. Learners then
at each other’s names and find
look at each other’s
common letters.
names and find common
letters.
Find your groupmates’

Friends’ Names Game names.
Teacher creates wordsearch game worksheets
individually for the group(type the Learners write the names
names of your students and in their copy-books into
‘create’, print out the version). 2 columns: boys,girls:
-Find your groupmates’ names. Tom, Tim, Dimash,
Practice Emily, Symbat and so papers
Teacher tells the names. on.
ENDING THE LESSON:
Feedback
Learners give feedback
min to each other.
oral form.
utes Learners reflect on their learning:
 What has been learned
 What remained unclear
 What is necessary to work
on
Teacher name:
Date:
Theme of the lesson: People I know
contributing to 2.S1 make basic statements related to personal information, people and objects on
Sing a song about jobs
Write the words on the board
Lesson plan

timings
places
20 MAIN PART
minutes Pupils their open your Formative worksheets
Today we shall learn new words
vocabularies and write assessment
meaning professions and jobs. To
down the new words from
start our lesson I’d like you to study
the worksheets. Here are
these words.
the new words which are
used to talk about jobs. worksheets
They’ll see and practice
The teacher introduces new words to
them later in a song”
pupils. They may also read them
People work” song
aloud to check reading and
“People
pronunciation.
Pupils listen to the song work”
Singing a song
“People work” , watch the
Now dear pupils we shall listen to video and see what do the
the song “People work” , watch the people do and learn new
video and see what do the people do words.
and learn new words.
Can you answer the following
questions?
The teacher writes on the board an
example
The students elicit their
She is a doctor. He is a tailor. answers.
What does Nigel Naylor do?
What does Penny Proctor do?
What does Peter Palmer do?
What does Wendy Witter do?
What does Mabel Meacher do?
What does Patty Prentice do?
What does Ronnie Ryman do?
Where do people work?
When do people work?
ENDING THE LESSON:
-And now pupils, are you tired? Pupils are suggested to Feedback Worksheet
10 play a running dictation
- would you like to play a game?
minutes game. The teacher
The aim is for one of the students in explains the task. The
each group to walk (or run!) to read pupils are divided into two
the word on the wall. They teams. Each team has got
remember the word and walk (or eight words on the list of
run!) back to their partner. They paper. The pupils should
quietly write on the board what they rewrite the words from the
remembered. lists to the board. They are
The winning group is the team that instructed that the words
finishes first - although you need to must be written in their
check for mistakes. If there are original order Put the
mistakes, they must keep walking to copies up around the walls
check! It's a good way to check of the classroom.
spelling and fabulous for
pronunciation - and great memory
training!
Teacher name:
Date:
Theme of the lesson: Unit revision
Learning objectives(s) 2.L1 understand a range of short basic supported classroom instructions
that this lesson is 2.S3 use a limited range of basic words, phrases and short sentences to describe
contributing to objects, activities and classroom routines
2.S5 begin to articulate clearly the difference between various sounds
2.W1 write with support short responses at phrase level to questions and other
prompts
2.UE6 use demonstrative pronouns this, these, that, those to make and respond to
requests for information
Read the descriptions and match the pictures
Describe a person orally
Lesson plan
Planned Teacher's actions Pupils` actions Assessme Resources

timings nt
Students respond to greeting -
and take their places
20 MAIN PART PPT

minutes Pupils study the new Formative
Well students, now please look at
adjectives to describe a assessmen
the new words on the slide.-
person. t
Listen to me first and then repeat
Listen to teacher first and
after me. Ok, now let’s read one
then repeat after me. Ok, now
by one!
let’s read one by one!
We will not write the new
vocabulary right now but you will
write the new words at home.
This will be your home work for
the next lesson.
New adjectives
tall высокий
short низкий, короткий
old старый
young молодой
weak слабый
strong сильный
PPT
beautiful красивый
ugly страшный Pupils guess the person.
happy счастливый Match the pictures with the
sad грустный letters.
-Now students, let’s read the The pupils read the
descriptions and guessthe person descriptions and guess the
on the picture! I will read you pictures. They match the
three descriptions and you will letters with pictures. This
guess the person. Match the activity can be done with the
pictures with the letters. whole group or in pairs.
-What letter refers to the first
description? Yes, it is letter M
-What letter suits the second
description? Of course, it is letter
L
-What matches with the third
picture? No it is not right, it is
letter K
Let’s see how many pupils were
right and gave correct answers.
Well done, excellent job, thank
you pupils.
ENDING THE LESSON:
There are 6 images of the Feedback Worksheet 1
10 -Now students, look at the picture
girls and there are six
of six beautiful girls from the http://www.twir
minutes cartoon “Winks”. Do you know descriptions. The first
description refers to the first px.com/file/708
their names? 132/
girl, the second to the next
The first sentence can be done as
girl and so on.
an example together with the
-Read the first sentence, look
teacher.
at the picture and put a tick if
Number 1. She has pink hair and
the description is right. If it’s
blue eyes. Is it right or wrong? Is
incorrect you may write no in
it true or false?
the second box.
This activity is aimed to check
The pupils share their ideas
understanding and see if the
about the most difficult and
students have memorised new
the most interesting
words or not, also “colour”
moments in the lesson. They
revision is included there. It will
repeat the adjectives they
be better if the worksheets are
have learnt. They may put
printed ahead, because the
colourful stickers on the
teachers will need a colour printer
board as their reflection after Track 45
for it.
the lesson.
Pupils stand up, listen to the song
and sing it.(45 track)
Plenary
That’s all for today!
- Did you like the lesson?
-What did you like most of all?
-What would you like to repeat
again?
-What was the most difficult for
you today? Worksheet 2
Home work- worksheet
Unit: My school
Teacher name:
Date:
Theme of the lesson: Counting and Measuring
contributing to 2.S4 respond to basic supported questions giving personal and factual information
2.R4 begin to use with support a simple picture dictionary
2.UE11 use have got+noun to describe and ask about possessions
learners will practice counting 10-100
learners will revise colours and clothing
learners will practice using numbers
Lesson plan

timings
places flachcards
Teacher will review counting from 2 learners are called to the
1-10,11-20 with students through front of the boards or
gathering them in a circle and then chosen in the circle and
counting the numbers back from 10 start to count from 10 to 1.
to 1, 20 to11.The Teacher shows the One learner starts and
written number flashcards, learners second should continue.
should name them as quick as
possible. Teacher may organize a
little competition.
20 MAIN PART
minutes learners should say the Formative PPT
- Teacher shows the PPT and asks
assessment
answer.e.g. How many
question ‘How many…. are there’?
doors are there in class?
counting the things on the PPT
- Teacher models and drills numbers How many boys are there?
10-100 using PPT and explains the
differences in spelling
A)11,12 (eleven, twelve)
B) 13,15 (three-thirteen, five-fifteen,
nine-nineteen)
C)14, 16,17,18,19 which add teen to
known number
D)20,30,40.50.60,70,80,90 which
add ty to known number flashcard
Twenty, thirty, forty, fifty, sixty,
seventy, eighty, nighty
HUNDRED
Teacher read and learners should
repeat after and then write them
down into their notebooks.
- Teacher divides the class into 2 One group has questions
groups and gives 2 different another group has a picture
worksheets. where they can find the
Game “BINGO” answers. First group
Teacher gives a flashcard with
should write the correct
jumbled numbers of a game for
every learner, they should listen to number near the question.
the Teacher very carefully.
(As learners cannot read
Eg. 19 12 15
well teacher can help
them)
9 4 8
- I have got 2 books.
- I have got 10 pencils.
11 14 16
ENDING THE LESSON:

Feedback notebook
10 New words10-100
Learners reflect on their
Learners should reflect on their
minutes learning ‘bingo’ game
learning ‘bingo’ game
Teacher will assign hometask to - What has been
learn new words and rewrite them learned
into notebook - What remained
unclear
- What is necessary
to work on
Unit: My school
Teacher name:
Date:
Theme of the lesson: Around school
Learning objectives(s) 2.L4 recognise with support short basic questions relating to features such as colour
that this lesson is and number
contributing to 2.L5 identify missing phonemes in incomplete words
2.S3 use a limited range of basic words, phrases and short sentences to describe
objects, activities and classroom routines
2.W3 write short phrases to identify people, places and objects
2.UE14 use basic prepositions of location and position: at, behind, between, in, in
front of, near, next to, on, to
pronounce classroom words, numbers
recognise some letter sounds and read/write them
recognise/write nearly all different parts of school words and numbers sounded
recognise some sounds are represented by more than one letter
Lesson plan

timings
10 ORGANISATION MOMENT: Primary

Students respond to - Colours
greeting and take their [Hicks and
places Littlejohn
Teacher gathers the learners in CUP 2002]
a circle and checks how Learners answer the CD1
children remember the clothes, question How are you?
also students name colours they Refer to the picture.
see:
Pupils: I am wearing white
blouse. Teacher: Are you a
school girl?
Teacher: The aim of the lesson
is SCHOOL
PHONETIC DRILLS Look around the
Teacher: Look around the classroom and chant with Picture
classroom and chant with me. teacher.
1, 2, 3 point to the door!
3, 4, 5 point to the floor!
5, 6, 7 point to the wall!
8, 9, 10 stand up tall!
20 MAIN PART Flashcards
minutes Learners revise school Formative
1.Teacher uses flashcards to revise
supplies with the help of assessment
words relating to classroom and
flashcards.
school.
T: Where can you see these things?
Ss: In the classroom. At school. On
Learners answer the
the desk. In my bag.
question
2. Integrate other flashcards and
elicit words using initial question:
‘What is this?’ " Where is it?"
For these activities, have initial
Learners answer the
letters of words written/stuck on
question
board to refer to.
PPT
3. Learners answer the question:
One pupil writes four
How many…..are in the classroom?
numbers. Another pupil
PAIRWORKING
should guess his partner’s
Pupils play a game in pairs. One
numbers.
pupil writes four numbers. Another
pupil should guess his partner’s
numbers.
Seventy. – No! Worksheet
All learners stand up and
Thirty. - Yes!
count and dance a little .
BREAK
All learners stand up and count and
dance a little .
ENDING THE LESSON:
Learners answer the Feedback Good bye
10 Well what did we do in our lesson?
question song
- Evaluation of the lesson
minutes
Give the home task. Revise numbers
10-100.
Children sing a Good bye song
Unit: My school
Teacher name:
Date:
Theme of the lesson: School days
Learning objectives(s) 2.L3recognise with

that this lesson is support common names and names of places and the spoken form of a limited range
contributing to of everyday and classroom words
2.L2 recognise with support a limited range of basic common personal questions
spoken slowly and distinctly
recognise and write days of the week
recognise and name common verbs
listen and describe their days
Lesson plan

timings
places
20 MAIN PART Ball

minutes Learners name and write Formative
Now I want to know how you
days of the week. assessment
remember the days of the week.
(Работа у доски, проверка знания
написания слов).
What day comes after Friday?
(Saturday)
What day is between Tuesday and
Thursday? (Wednesday)
Card for
What day comes before Wednesday?
writing days
(Tuesday)
What day is between Sunday and
Tuesday? (Monday)
What day comes after Thursday?
(Friday)
What day comes before Friday?
Sing an action song to Action song
(Thursday)
demonstrate common https://www.yo
What day comes before Monday?
verbs utube.com/wat
(Sunday)
Look at the photos of Jim ch?
DEMONSTRATION
and Jill how they do v=caZwVE4Ij5
Teacher demonstrates simple verbs.
I play football on Monday. different things on I
Dance Thursday different days of the week.
Read books Tuesday Use the example and
Sing songs Friday makeup the sentences
Visit my friends Saturday about yourself.
Have porridge Sunday
Run in the park Wednesday
Ride a bike PPT
LISTENING
Teacher: When we want to say about Learners recognize verbs
our activities, that we do this or that and week days.
thing and would like to tell about the
day of the week as well, we use the
preposition ON. I go to the gym on
Tuesday. but in English we say ON
Monday, on Sunday.
We are very busy each day of the
week. I will tell you about the
activities I do on different days. If
you do the same, repeat after me. If
you don't, keep silent. I have
breakfast at 7 on Monday.
PHYSICAL TRAINING
Stand up, listen, look and mime.
Sunday, Monday
Clap, clap, clap.
Tuesday, Wednesday,
Step, step, step.
Thursday,
Hop.
Friday,
Stop.
Saturday,
Turn around, like a top.
Seven days are in a week.
Now, sit down or take a seat.
ENDING THE LESSON:
Feedback
10 Well what did we do in our lesson? https://www.youtub
Children sing a Good bye
e. com/watch?v=
- Evaluation of the lesson song
min Xcws7UWWDEs
utes Give the home task Learn the
spelling of week days
Unit: My school
Teacher name:
Date:
Theme of the lesson: Class Photos
Learning objectives(s) 2. UE7use personal subject and object pronouns to give basic personal information
that this lesson is 2.S4 respond to basic supported questions about people, objects
contributing to 2.S2 ask questions in order to satisfy basic needs and find information on familiar
topics and classroom routines
2.R2 identify, remember and sound out high-frequency sound and letter patterns
Leaners will practise and revise most topics from Unit 2
Learners can answer the question
Learners can use prepositions and some new words
Lesson plan

timings
places
20 MAIN PART
minutes Learners will practice Formative https://www.yout
Physical Training. ube.com/watch?
‘on, in, under, by’ assessment
Practice: v=Ja0xp2j_JhM
Learners practice how to write the
present cont. forms (copies
attached)
Learners will practice ‘in
Reading Ex.1 on p.40 Smiles PB
front of, behind,
1) I go to school from Monday to Ex.1 on
between’
Friday. I don`t go to school on p.40
Saturday and on Sunday. I have
four or five classes every day. My
favourite lesson is Maths.
2) I go to school from Monday to
Friday . I have four or five classes
every day.
Then I have lunch at school and
one more class in the afternoon.
Science and PE are my favourite
lessons.
3) I go to school from Monday to
Friday. I have four or five classes
every day.
My favourite day is Tuesday
because e have an Art lessons!
ENDING THE LESSON:
Feedback https://www.
youtube.
- Evaluation of the lesson com/watch?
minutes
Give the home task Children sing a Good v=
bye song Xcws7UWWD
Sing a Good bye song Es
Unit: My school
Teacher name:
Date:
2.S5 begin to articulate clearly the difference between various sounds
2.W1 write with support short responses at phrase level to questions and other
prompts
2.UE6 use demonstrative pronouns this, these, that, those to make and respond to
requests for information
Read the descriptions and match the pictures
Describe a person orally
Lesson plan

timings
places
20 MAIN PART PPT

minutes Pupils study the new Formative
-Well students, now please look at
adjectives to describe a assessment
the new words on the slide.
person.
-Listen to me first and then repeat
after me. Ok, now let’s read one by
one!
We will not write the new
vocabulary right now but you will
write the new words at home. This
will be your home work for the
next lesson.
Students read the
New adjectives
descriptions and guess
tall short old
the person on the
young weak strong
picture! I will read you
beautiful ugly happy
three descriptions and
sad
you will guess the
(W)(G)
person. PPT(slide 8}
-Now students, let’s read the
descriptions and guess the person
on the picture! I will read you three
descriptions and you will guess the
person. Match the pictures with the
letters.
-What letter refers to the first
description? Yes, it is letter M
-What letter suits the second
description? Of course, it is letter The pupils read the
-What matches with the third descriptions and guess
picture? No it is not right, it is the pictures. They match
letter K the letters with pictures.
Let’s see how many pupils were This activity can be done
right and gave correct answers. with the whole group or
Well done, excellent job, thank in pairs.
you pupils.
-And now pupils, we shall listen to
the recording and look at the
picture at the same time. We shall http://www.t
listen to four people from the Pupils repeat the wirpx.com/fi
picture. They are grandfather, the sentences after the le/708132/
girl, the boy and the baby. announcer in order to
They are talking about the sweet practice pronunciation. It Track 51
baby. is important to draw
The teacher asks pupils to repeat pupils’ attention to
the sentences after the announcer she/he/it and explain that
in order to practice pronunciation. the verb has is always
It is important to draw pupils’ used with these
attention to she/he/it and explain pronouns.
that the verb has is always used
with these pronouns.
ENDING THE LESSON:
youtube.
minutes
bye song Xcws7UWWD
Unit: The world around us
Teacher name:
Date:
Theme of the lesson: Different Places
Learning objectives(s) 2.W3 write familiar words to identify people, places and objects
that this lesson is 2.UE5 interrogative pronouns what, where, how to ask basic questions
contributing to 2.L3 recognize with support common names and names of places and the spoken
form of a limited range of everyday and classroom words
2.S3pronounce familiar words and expressions intelligibly
Name the countries and do the written exercise
Lesson plan

timings
places
20 MAIN PART
minutes Listen to teacher Formative https://www.
Teacher plays the video , pause for
assessment youtube.com
showing different words to read
/watch?
and repeat, if a learner can
v=FESH7rJ6
pronounce and give the translation
qso
he/she takes points. Then they
should repeat them in groups with
PPT
translations.
worksheet 3
Teacher introduced students
English speaking countries topic
learners dance a little
with PPT
Learners work with
Teacher gives learners worksheets
countries word search
to write the country for each
worksheet 1,2 countries
nationality with help of previous
word search
worksheets.
worksheets
Ph.training learners dance a little
1,2
Learners work with countries word
search worksheet 1,2
ENDING THE LESSON:
youtube.
minutes
Children sing a Good v=
Give the home task bye song Xcws7UWWD
Es
Sing a Good bye song
Unit:
Teacher name:
Date:
Theme of the lesson: Reading Signs
Learning objectives(s) 2.R3 read and follow with considerable support simple, words, phrases and
that this lesson is sentences on familiar topics
contributing to 2.UE8 use simple imperative forms [positive and negative] for basic commands and
instructions
2.S1 make basic statements related to personal information, people and objects on
Name main signs correctly
Lesson plan

timings
places
20 MAIN PART PPT Signs

minutes Formative
Look at the pictures and answer
A learner assessment
the questions.
• responds to the
What does this sign mean?
questions appropriately;
What is he doing? What is she
• uses topic words; Worksheet 2
doing? What does it mean?
• pronounces words and
Practice
expressions clearly.
Role play game
Ls write all the new
Then they have to check each
words they remember.
other.
ENDING THE LESSON:
youtube.
minutes
bye song Xcws7UWWD

Teacher name:
Date:
Theme of the lesson: Where’s it from?
Learning objectives(s) 2.L5 identify missing phonemes in incomplete words

2.R3 read and follow with considerable support simple, words, phrases and
sentences on familiar topics
Do all task without mistakes and say new ideas
Write about where’s it from;
Lesson plan

timings
places
20 MAIN PART
minutes Formative PPT-2
1. Presentation:
Listen to teacher assessment
Teacher shows PPT (2) and review
new vocabulary from previous
lesson
“-Where is the dombra from?
- It`s from Kazakhstan”
Pictures
- Where is the panda from?
Pupils match these
- It`s from China.
countries and their
2. Match these countries and their
nationalities:
nationalities:
Countries and nationalities:
Worksheet
Britain- English
and
Russia - Russian
supporting
Japan - Japanese
paper
Germany - German
America - American
learners answer the
Italy - Italian
teacher’s questions.
3. Speaking:
Teacher presents different pictures
from slide and ask learners to
answer the teacher’s questions.
- Where are they from?
- They are from Russian. Listen to teacher
- What`s their nationality?
- They are Russian.
4. Listening:
Teacher revise the topic countries Pupils identify country
and nationalities and gives with its flag and write Worksheet
worksheet to complete using down the nationality and
supporting paper A learner: supporting
 circle the right paper
5: Identify country (circle the variant
right variant) with its flag and  Identify country
write down the nationality. PW with its flag
1. Kazakhstan Germany write down the
India Italy nationality.
1. K_ _ _
_ _ _ _an
2. South Africa
Poland Russia
Brazil
2. R_ _ _
_ an
3. Australia Great
Britain France
Mexico
3. B_ _ _
_ sh
4. America(The USA)
Germany Spain
Ireland
4.A_ _ _ _ _ an
ENDING THE LESSON:
youtube.
minutes
bye song Xcws7UWWD
Teacher name:
Date:
Learning objectives(s) 2.L3recognise withsupport 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 2.S2 ask questions in basic exchanges about people, objects and classroom routines
2.W3 write familiar words in English to identify people, places and objects
Make sentences with names of places;
Complete all the exercises without mistakes
Lesson plan

timings
places
20 MAIN PART
minutes Students look at the Formative PPT
Then Teacher shows presentation
pictures, repeat the assessment
about places in town
names and write down
Big or Small
into the vocabulary.
Next Teacher introduces question:
Where is he / she? Where are they? give answers using new
Ss give answers using new words; words
https://www.
youtube.com
Ph. Training
Pupils Complete the /watch?
Complete the worksheet:
worksheet v=_tRgETfS
 Write question and answer
L9I
it according the question;
 Match pictures and name of
places. Worksheet
 Bingo with names of 1.
places;
 Guessing game match
pictures and words;
ENDING THE LESSON:
Well what did we do in our lesson?
youtube.
10 - Evaluation of the lesson com/watch?
Children sing a Good v=
minutes Give the home task
bye song Xcws7UWWD
Unit: Health and body
Teacher name: Nurbekova A
Date:
A_________Ә_________ Б_________ В___________
Theme of the lesson: Our body
Learning objectives(s) 2. R1recognise, sound and name the letters of the alphabet
that this lesson is 2.S3 pronounce familiar words and expressions intelligibly
contributing to 2.UE6 demonstrative

pronounce all alphabet letters without mistakes
write, pronounce and spell vocabulary parts of the body
do most of tasks correctly.
Lesson plan

timings
places
20 MAIN PART
minutes Learners are given Formative Pupil`s book
Teacher explains the structure of
worksheets to practise assessment
the sentences which they did in the
the parts of the body and
circle and also explains how to
have/has got structure.
make a correct sentences with
‘HAVE/HAS GOT’(affirmative.
negative and interrogative forms )
Big or Small?
Answer the questions
This is my hand. /These are my
arms.
A learner
Exercises: 1
• completes the words
Read words
with the missing letters;
Fill in the missing letters. Spell and
• spells out and reads
read the words.
words appropriately.
Big eyes
Small nose
Big ears
Small mouth
ENDING THE LESSON:
youtube.
minutes
bye song Xcws7UWWD
Teacher name:
Date:
Theme of the lesson: Let’s measure
Learning objectives(s) 2.UE2 Use cardinal numbers 1-50 to count

that this lesson is 2.L4 Recognize with support short basic questions relating to
contributing to features such as color and number

count from 10- 100 with teacher support.
features such as color and number
Identify basic questions with support
Lesson plan

timings
places
20 MAIN PART
minutes Formative Flashcards
Task 1
A learner circles the assessment
Listen to the teacher and circle the
correct answers
correct answer.
1. How long is the red ruler? 20cm
23cm 25cm
2. How long is the yellow pencil?

10cm 18cm 8cm
3. How long is this tape measure? Flashcards

1m 1.5m 10m A learner
Task 2 • follows instructions
Listen to the teacher and solve the accordingly;
measuring problems about your • makes measurements;
body. • completes the table
Fill in the table. correctly.
1. Take a ruler or a tape measure.
2. Measure your forefinger. How
long is your forefinger?
3. Measure your middle finger.
How long is your middle finger?
4. Measure your leg. How long is
your leg?
5. Measure your arm. How long is
your arm?
Part of the body cm mm
Forefinger , middle finger , leg ,
arm
ENDING THE LESSON:
youtube.
minutes
bye song Xcws7UWWD
Teacher name:
Date:
Theme of the lesson: Hats and Bats
Learning objectives(s) 2.L4 recognise with support short basic questions relating to features such as colour
that this lesson is and number
contributing to 2.S8 give simple instructions for others to follow

answer the questions
choose the right words and match the pictures with words about sport
Lesson plan

timings
places
20 MAIN PART Worksheet 1

minutes Pupils are given Formative
New vocabulary
worksheets with the assessment
Pupils are given worksheets with
pictures of different
the pictures of different sports to
sports to choose the right
choose the right word from three
word from three words
words in a line. This task can be
in a line. This task can be Worksheet 2
done individually.
done individually
Reading task
Pupils should read the texts about
two famous team sports. They read
the texts and translate them to
check their comprehension. .
Pupils read the texts
After reading them they do the task
about two famous team
after where they should decide if
sports. They read the
the sentence is true or false. They
texts and translate them
read the sentences and
to check their
tick(underline, circle) the correct
comprehension.
answer.
a. Football and ice-hockey are
individual sports. True False
b. Only boys can play
football. True
False
c. You can play football
outdoors and indoors. True
False
d. There are about 15 players
in hockey. True
False
e. You need special
equipment to play ice-hockey,
True False
f. Sport is a good activity for
your health. True
False
This task can be checked and
assessed together with a teacher.
ENDING THE LESSON:
youtube.
minutes
bye song Xcws7UWWD
Teacher name: Nurbekova A
Date:
A___________ Ә___________ Б____________ В____________
Theme of the lesson: The eatwell plate
Learning objectives(s) 2.UE13 use can / can’t to describe ability use can to make requests
that this lesson is 2.S4 respond to basic supported questions about people, objects and classroom
contributing to routines
2.L5 recognise the sounds of phonemes and phoneme blends
2.R3 read and follow with considerable support simple, words, phrases and
sentences on familiar topics
- revise and pronounce all alphabetical letters without mistakes
- name the main vocabulary words;
Lesson plan

timings
places
20 MAIN PART
minutes Listen to teacher end do Formative worksheet 1
Presentation
tasks assessment http://www.y
Next step is singing ‘Yes I can!’
outube.com/
song and performing actions along
watch?
with words.
v=Q8JmK5z
Then listening and watching a
6QD4
short video The Beatles - All
together now (children version)
After that teacher offers to work
with worksheet 1, learners are
suggested to match pictures and
A learner writes the
the sentences, sing songs, read
missing letters. worksheet 2
short poems,
Task 1
Listen to the teacher and complete
the words.
Teacher reads: clap, raise, jump
A learner
Task 2 • answers the questions
Listen to the teacher and answer appropriately; worksheet 3
the questions. • uses topic vocabulary;
1. What is your name? • pronounces the words
2. What do you like to eat? and phrases clearly.
3. Can you cook?
4. Can you cook salad?
5. Can you cook pizza?
Task 3
WHAT YOUR CHOOSE?
Food
1 Unhealthy food
2 Healthy food
ENDING THE LESSON:
youtube.
minutes
bye song Xcws7UWWD
Teacher name:
Date:
Learning objectives(s) 2.S8 give simple instructions for others to follow

that this lesson is 2.R1 read and spell out words for others
contributing to 2.R4 begin to use with support a simple picture dictionary

-write sport vocabulary words;
-use them in their speech.
read the description of a sport equipment and guess it
Lesson plan

timings
Students respond to - PPT
places
What is ‘Hats and Bats’? Explain
the topic(sport, winners, types of Pupils do warm up by
sports) teacher`s instructions
The teacher asks questions to the

learners.about different sports and
asks them to classify them
according to the season, place,
teams, degree of danger.
this task can be done both orally or
in a written form. The aim of this
activity is to prepare students for
the following work and revise
sport vocabulary.
20 MAIN PART
minutes Formative PPT
Presentation
Pupils read the poem assessment
They write the picture words in
first and try to guess the
their notebooks and then check it
missing words.
with their teacher or peers. This
could be done as one of the
formative tasks.
After they have written the words
they see the original of this poem
and assess their work. They may
change their works with each other Learners are provided
and check them. with the worksheets
New vocabulary where they match the
Baseball, golf, skiing, words of sport
badminton, hockey , volleyball equipment with the
Tennis, rugby , cycling sports. Finally they elicit
Learners are introduced with the the full sentences. They
new vocabulary first and then they may write the sentences Worksheet
practice pronouncing them in after they complete the
chorus or alone. task or it may be given
as a homework. Tell
them that there is an
example which is done
Task to make it easier.
Fill in the first letters in the names A learner
of sports. Read and spell the • writes the missing
words. letters;
Example: Football • reads the words;
_ aseball _ olf _ kiing _ • spells out the words
adminton _ ockey _ olleyball appropriately.
_ ennis __ ugby _ ycling
ENDING THE LESSON:
youtube.
minutes
v=
Give the home task
Children sing a Good Xcws7UWWD
Sing a Good bye song bye song Es
Unit: Traditions and folklore
Teacher name:
Date:
Theme of the lesson: Special Days
that this lesson is 2.S4 respond to basic supported questions giving personal and factual information
contributing to

• Describe the weather of 4 seasons
• Identify several holidays per season
Lesson plan

timings
places
20 MAIN PART
minutes Pupils answer the Formative PPT What is
New Vocabulary Review
teacher`s questions assessment the Weather
Use slides 2-10 to review and Like -----
practice the new weather/season Slides 2-10
vocabulary.
Ask pupils:What is the season
now?
Students should run to
What is the weather like today? possible answer cards
(i.e. for summer, they Pics of
could run to hot, or Weather
Weather & Season Practice sunny or stormy etc.) words hung
Before class: Hang up the 8 up about the
weather words around the class. room
Using slides 11-15, ask what the
weather is like in different seasons.
Use the slides to go over correct
answers at the end of each season
movement and at the end of the
whole activity as a Think – Pair –
Share activity. Write the structures
on the board and review them.
(i.e. one kid asks What is the
weather like in fall? Other kid: It is
windy. With class: Share correct
answer) PPT Slides
15-18
Introduce Holidays
Go through the slides introducing
the holidays.
Have students practice the
structure as you ask them
questions: _____is in spring. (i.e.
Nauryz is in spring)
Dynamic break Pupils stand up, listen to
the song and move
Pupils stand up, listen to the song
and move
Holiday and Season Practice
Give each student page 1 of the
holidays & weather doc.
Give each student a note slip from
page two of the document with the
weather and holiday words.
Students should overwrite the
question sentences in each season
box, then freewrite answers above.
(i.e. in the winter box, they would
write Christmas and New Year for
holidays and snowy and cold for
weather)
If time allows, students may
decorate the boxes as befits the
weather and holidays of the season
ENDING THE LESSON:
youtube.
minutes
bye song Xcws7UWWD
Teacher name:
Date:
Theme of the lesson: Home cooking
Learning objectives(s) 2.R1 read and spell out words for others
2.L9 Recognize the spoken form of familiar words and expressions
• identify at least 1 word from the list of food vocabulary
• identify the color coded food groups and foods
• match 1 food cards with the right pyramidcategory
Lesson plan

timings
places
20 MAIN PART
minutes Make Food Pyramid by Formative PPT ‘Food
Introduce the Food Pyramid and
themselves assessment Pyramid’
drill the pronunciation of 5 groups
of food.
Then ask learners to
• Name foods in the Grain group.
flashcards
• Name foods in the Vegetable
group.
• Name foods in the Fruit group.
• Name foods in the Milk/Dairy
group.
• Name foods in the Meat & Beans
group.
• Name foods in the Oils group.
Vocabulary practice
Freer practice ‘Food Pyramid’
Write down the names of 5
groups of food on the boards.
Hand-out 3
FRUIT VEGETABLES DAIRY
GRAINS MEAT SUGAR/SALT
Pupils are given 2-3 cards of
different items of food. They
should come up to the board and
write down the card under a certain A learner marks the
category. pictures correctly.
Differentiation by support: Less
able learners work with teachers`
assistance.
Dynamic break
Pupils name the words of food and
move
Task
Listen to the teacher and put a tick
in the box next to the right picture.
ENDING THE LESSON:
youtube.
minutes
bye song Xcws7UWWD
Teacher name:
Date:
Theme of the lesson: What’s it for?
Learning objectives(s) 2.S4 respond to basic supported questions giving personal and factual information
that this lesson is 2.L3 Understand the main points of short, slow and carefully
contributing to articulated talk on routine and familiar topics features such as
colour and number

-name 80 % of the words correctly;
-use them in their speech.
Lesson plan

timings
places
20 MAIN PART
minutes Learners are suggested to Formative PPT
Presentation
complete exercise where assessment
Teacher offers to complete
do the word s belong?,
worksheets after PPT.
scrambled eggs, find the
Ph. Training Learners listen to the
words and cards
‘If you a kid’
exercises.
Task 1
Worksheet
Listen to the teacher and write the
A learner writes the
number of the sentence in the right
number of the sentence
box.
in the proper box.
Example: 1. We use a yellow
pencil to colour the Sun.
2. We colour our flag with a blue
pencil.
3.You can write your name with a
pen.
4.You sleep in a bed.
5.We use a spoon for eating soup.
6.We use a comb to brush our hair.
7.A knife is for cutting things.
8.A pencil case is for keeping
pencils.
9.A cap is for wearing on the head.
10.Salad is for health.
ENDING THE LESSON:
youtube.
minutes
bye song Xcws7UWWD
Teacher name:
Date:
contributing to 2.S4 respond to basic supported questions giving personal and factual information
2.W7 spell some familiar high-frequency words accurately during guided writing
activities
• identify at least 1 word from the list of vocabulary
• write all the words and match
Lesson plan

timings
places
20 MAIN PART
minutes Formative Worksheet 1
Vocabulary practice.
Give each learner a piece assessment
- "Vocabulary matching"
of paper with different
Give each learner a piece of paper
pictures. They cut out the
with different pictures. They cut
pictures and glue them
out the pictures and glue them next
next to the appropriate
to the appropriate word in their
word in their
vocabularies.
vocabularies.
Word search
assistance.
A learner worksheet
Pair work: Task
• answers the questions
Look at the pictures and listen to
properly;
the teacher. Answer the questions.
• uses topic words;
1. What is your name?
• pronounces the words
2. Can you spell your name,
and phrases intelligibly.
please?
3. What do you use to write a
letter?
4. What do you use to draw a
picture?
5. Can you draw with a pen?
6. Can you sit on the table?
7. Where can you sleep?
8. Can you sleep on the sofa?
9. What is your favourite food?
10.What can you eat your soup
with?
ENDING THE LESSON:

youtube.
minutes
bye song Xcws7UWWD
Teacher name:
Date:
Theme of the lesson: Reading time
Learning objectives(s) 2.L9recognise the spoken form of familiar words and expressions
that this lesson is 2.R1 Read and spell out words for others
contributing to

• identify at least 2 words from the list of food vocabulary
• write all the words and match at least 6 of them
Lesson plan

timings
places
20 MAIN PART
minutes Show each flashcard one Formative PPT
- Elicit learners’ favorite
by one and elicit or teach assessment
food/meal by asking questions:
the word.
 What is your favorite food?
 What ingredients are there in
your favorite meal?
 What is Kazakh national food?
 What is Russian food? Worksheet
#1
 What is Chinese food? They cut out the pictures
 What is American food? and glue them next to the
appropriate word in their
- Show different meals on PPT
vocabularies
with ingredients
- "Vocabulary matching" A3
papers/ingre
Give each learner a piece of paper Less able learners get a dients
with different pictures of food. list of ingredients and pictures
They cut out the pictures and glue pictures to match and
them next to the appropriate word then say.
in their vocabularies. Learners that are more
able get only pictures
without words.
assistance.
Group work:
Learners are divided into 3 small
subgroups. Word search
worksheet
Hand out A3 paper with one meal.
Each group/pair gets different
national food. (Russian, Kazakh,
Chinese, American) A learner
Task: learners are to write the • reads the words
ingredients to their meal. appropriately;
- Learners present their meals. • names the letters of the
underlined words.
Learners are given word search
worksheet to practice vocab.
Task
Read the sentence and spell the
underlined word.
Bake a cake. Peel the banana.
Cut the orange. Beat eggs.
Add some milk. Drink juice. Eat
pizza. Cook soup. Enjoy your
meal.
ENDING THE LESSON:
youtube.
minutes
bye song Xcws7UWWD
Unit: The natural environment
Teacher name:
Date:
Theme of the lesson: The weather
Learning objectives(s) 2.S3pronounce familiar words and expressions intelligibly

that this lesson is 2.L3recognise with support common names and names of places recognise the
contributing to spoken form of a limited range of everyday and classroom words

Name/spell themain vocabulary words with minor support;
write weather vocabulary words
Lesson plan

timings
places
20 MAIN PART worksheet 1

minutes learners to look at the Formative
Teacher offers learners to work
picture and describe the assessment
with worksheet 1. Divide learners
weather to each other.
into pairs (more able learner with a
Ex: It is sunny. It is
learner who needs help) Ask
rainy. Etc. Teacher
learners to look at the picture and
monitors and helps if
describe the weather to each other.
someone has difficulties worksheet 2
with a task.
Ph training:Students sing a song
and dancea little “The sun comes
up!”
A learner • marks the
Task 1
correct picture.
Listen to the teacher. Find the
correct picture and put a tick  in
the box.
Autumn
It is autumn now. The trees are
yellow, green and brown.
Sometimes it is very windy. There
are some clouds in the sky. There
are many apples in autumn.
A learner • marks the
correct picture.
Listening and singing along to a

weather song: How’s the weather?
Learners watch the video and sing
a song together. Teacher pauses if
necessary and asks Do you like
rainy/ cloudy/hot/snowy/ etc
weather? (Repetition of weather
vocabulary and construction Do
you…?)
Distribute the A4 paper among
learners and ask them to draw a big
basket. Explain that they should
write all the words which they
remembered during the lesson. Ask
learners to count how many words
they learnt.
ENDING THE LESSON:
youtube.
minutes
bye song Xcws7UWWD
Teacher name:
Date:
Theme of the lesson: Changing seasons
Learning objectives(s) 2.S3 pronounce familiar words and expressions intelligibly

that this lesson is 2.R3 recognise and identify some familiar sight words from local environment
contributing to

 name four seasons
 recognise short basic instructions
 identify objects
 describe the pictures
Lesson plan

timings
places
20 MAIN PART PPT

minutes Formative
INTRODUCTION
Pupils make four groups assessment
Teacher asks pupils to compare the
of different colours:
leaves and separate them into four
yellow leaves, dark
similar characteristic categories.
green leaves, light green Flash
Teacher: They are four seasons!
leaves and brown leaves. animation-
Teachers comments animation:
Pupils watch flash tree in the
Spring has light green leaves on
animation- tree in the four seasons
the trees
four seasons.
Summer has dark green leaves on
Pictures
the trees.
Autumn has yellow leaves on the
trees.
Winter has brown leaves or no
leaves on the trees.
Pupils watch a video and Four seasons
WATCHING
read a short poem about video
Pupils watch a video and read a
seasons:
short poem about seasons:
Spring is green.
Summer is bright.
Autumn is yellow.
Winter is white. A learner
PAIR WORKING Listen to the • answers the questions;
teacher and answer the questions. • counts the months of
Example: How many months are the year;
there in a year? • names the colours.
There are twelve months in a year.
1. How many months are there in
winter?
2. What colour are the snowflakes?
spring?
4. What colour are the trees in
spring?
summer?
6. What colour are the flowers in
summer?
autumn?
8. What colour are the leaves in
autumn?
ENDING THE LESSON:
youtube.
minutes
bye song Xcws7UWWD
Teacher name:
Date:
Theme of the lesson: What can animals do?
Learning objectives(s) 2.UE13 use can / can’t to describe ability use can to make requests
that this lesson is 2.L4 recognise with support short basic questions about what something is
contributing to 2. S4 respond to basic supported questions about people, objects and classroom
routines

-say and all the words correctly;
-use them in their speech;
- complete all worksheets correctly.
Lesson plan

timings
places
20 MAIN PART Animal

minutes Ls listen to the sounds Formative sounds
Presentation
and guess animals. assessment activity
Use the sounds to get learners to
Ls complete the http://www.e
describe what they can hear. You
worksheet on the nglishmedial
can remind them of simple animal
abilities of animals. ab.com/cloze
names/ noises prior to the activity.
/animalsoun
Listening to animal noises and
dquiz/
writing down what the animals are
Learners listen to the
doing e.g. That’s a bird singing.
song, do the actions and
Ph. Training
sing animals’ sounds.
Learners listen to the song, do the
Worksheet 1
actions and sing animals’ sounds.
A learner
Practice
• asks and answers the
Ls ask and answer the question:
questions;
What can/can’t… do?
• names colours, FA
They are to complete the
numbers and animals Worksheet
sentences.
properly;
Formative assessment
Listen to the teacher and answer
the questions.
Example: What colours are the
tigers?
The tigers are orange and black.
1. How many legs do crocodile
have?
2. What colours are zebra?
3. How many wings do dragonflies
have?
4. What colours are the ladybirds?
5. How many tails do monkey
have?
ENDING THE LESSON:
youtube.
minutes
bye song Xcws7UWWD
Teacher name:
Date:
Theme of the lesson: Sea Adventures
Learning objectives(s) 2.S3 pronounce familiar words and expressions intelligibly

that this lesson is 2.UE9 Use common present simple forms [positive, negative,
contributing to question] and contractions to talk about what you want and like
and habits and facts
2.R3 recognise and identify some familiar sight words from local environment
 name four seasons
 recognise short basic instructions
 identify objects
 describe the pictures
Lesson plan

timings
places
20 MAIN PART PPT

minutes Formative
INTRODUCTION
Pupils make four groups assessment
Teacher asks pupils to compare the
of different colours:
leaves and separate them into four
yellow leaves, dark
similar characteristic categories.
green leaves, light green
Teacher: They are four seasons!
leaves and brown leaves. Flash
PAIR WORKING
1. Learners draw a tree animation-
Spring– paste green leaves and
outline on the sheet of tree in the
tiny blossoms on the tree
paper or poster. four seasons
Summer - glue on plenty of leaves
2. Children paint the tree
and fruit on the tree
trunk and branches.
Fall - paste orange, red, yellow,
3. Teacher shows how
gold or brown leaves on the tree
to cut leaf shapes from
Winter - leave the tree bare or
the coloured paper.
glue on cotton wool as snow
4. Learners cut flowers
SPEAKING
from the magazines or
Learners describe their trees.
flower shapes from the
The tree is yellow. It is autumn.
coloured paper. Pictures
5. Children paste leaves
Task 1 and flowers onto the
Read the instructions. Follow tree:
them.
Example: January A learner
1. Fill in the missing letters. • reads the sentences
2. Put the months into alphabetical properly;
order. • fills in the missing
3. Read the names of the months of letters;
the year. • follows instructions;
4. Read three months beginning
with J.
5. Name the month having the least
letters.
6. Read two months beginning
with A.
7. Name two months beginning
with M.
8. Name summer months.
_ ebruary _ arch _ pril _ ay _
une Four seasons
_ uly _ ugust _ eptember _ ctober video
_ ovember _ ecember
Task 2 Descriptor A learner

Answer the questions below. Give • answers the questions
full answers. appropriately;
Example: What month comes after • uses topic vocabulary;
January? • speaks intelligibly.
February comes after January.
1. Are there eleven months in a
year?
2. Do you like to play snowballs?
3. Does your brother or sister like
to go to school?
4. When can you swim in a lake?
5. What do you like to do in
summer?
6. What colours can you see in
autumn?
7. Do we have snow in winter?
ENDING THE LESSON:
youtube.
minutes
bye song Xcws7UWWD
Teacher name:
Date:
Learning objectives(s) 2.W5 Write letters and familiar high frequency words when read
that this lesson is aloud or spelt out for learners
contributing to 2.L4 Recognise with support short basic questions relating to
features such as colour and number
2.R1 Read and spell out words for others
pronounce more than 7 words intelligibly
Spell out words for others
Lesson plan

timings
places
20 MAIN PART
minutes Formative Wall
ORGANIZATIONAL
- sts share their ideas, assessment displays
MOMENT
which teacher puts on
Teacher greets students; students
the board
respond to greeting and take their
- at the end teacher
places. Teacher asks a couple of
introduces the topic (Sea
familiar questions to make sts
adventures) and finds out
think in English:
who was the closest to
INTRODUCTION
the correct answer and
- teacher demonstrates sts a picture
gives that student a
which illustrates a sea scene as
praising sticker
well as kids doing different things
and asks sts to try to guess about
the topic of the lesson
A learner
PRACTICE
• asks and answers the
Task 1
questions;
Look at the picture. Colour the
• names the colours
picture as you like. Work with
correctly;
your partner, ask and answer
• colours the picture;
questions.
• pronounces the
Example: What colour is the water
sentences intelligibly.
in the river?
It is blue.
1. What colour is the boy’s hair?
2. What colour are the boy’s
trousers?
3. Is the boy’s shirt yellow?
4. What colour is the fish?
5. Is the fishing rod black? A learner
Task 2 • asks and answers the
Listen to the teacher and answer questions;
the questions. • names colours,
Example: What colours are the numbers and animals
tigers? properly;
The tigers are orange and black. • pronounces the words
1. How many legs do crocodile and expressions
have? intelligibly.
2. What colours are zebra?
3. How many wings do dragonflies
have?
4. What colours are the ladybirds?
5. How many tails do monkey
have?
ENDING THE LESSON:
youtube.
minutes
bye song Xcws7UWWD
Unit: Travel
Teacher name:
Date:
Theme of the lesson: A to B
Learning objectives(s) 2.L1recognise short basic instructions for a limited range of classroom routines
that this lesson is spoken slowly and distinctly
contributing to 2.R3recognise and identify some familiar sight words from local environment
2.W2form lower and upper case letters of regular size and shape
 recognize, matchand write words and pictures
 recognise basic prepositions of location and position
 answer the question Where is..?
Lesson plan

timings
places
20 MAIN PART
minutes Children listen to music Formative Worksheets
1. Teacher: I want you to answer
and pass each other a assessment
some questions:
box with word cards of
- Do you like to travel?
transport. When the
- Do you like to travel by sea (by
music stops the children
plane, by train)?
take out pieces of paper
- Do you like to travel in summer?
with the words from a
2. Teacher: Nowlet’splaya game
box and call them in
«Musicbox”.
English.
BREAK.
Teacher: It’s time to have a rest. I
Short
want you to stand up and do our
presentation
exercises.
on types of
PRACTICE
Pupils practice reading vehicle
Teacher:Read the words and fill in
and writing. http://www.k
the blanks.
-
yacht - truck - boat - plane -train -
3teacherreso
bus - jet - bicycle - motorbike
urces.
1. This vehicle has wings and starts
com/transpor
with p. It is a _____________
t-theme.html
2. This word rhymes with far. It is
a _____________
3. A school ______is yellow.
4. In British English it is called
lorry. In American English it is
_________.
5. This vehicle travels on tracks. It
is a __________________
6. Another word for motorcycle is
_____________
7. This word rhymes with float. It
is a ____________
8. This vehicle has two wheels. It
is a _________________
9. A ______________is a very
fancy ship.
10. This vehicle flies very fast. It is
a __________________
ENDING THE LESSON:
youtube.
minutes
bye song Xcws7UWWD
Unit: Travel
Teacher name:
Date:
Theme of the lesson: Types of vehicle
Learning objectives(s) 2.R3recognise and identify some familiar sight words from local environment
that this lesson is 2.S4respond to basic supported questions about people, objects
contributing to 2.L1recognise short basic instructions for a limited range of classroom routines
spoken slowly and distinctly
 recognize, matchwords and pictures
 answer the questions
 discuss different modes of transportation
 create one or more transportation artifacts
Lesson plan

timings
places
20 MAIN PART
minutes Learners: It’s a ship. Formative Song
INTRODUCTION
water, air, land, boats, assessment “What's
Teacher introduces new
cars, automobiles, ships, This?”
vocabulary using flashcards
sailing, walking, https://www.
Teacher: What's this?
movement, bicycle, youtube.
airplane, truck, school com/watch?
bus, skateboard, skates, v=
airport, vehicles, driver, TARreOtrW
pilot, captain, traffic Ug
light, horn, sports car,
DISCUSSION
garage, tractors
2. Teacher gives ideas to discuss
Flashcards
different modes of transportation
1. Learners watch video http://esl-
on land, sea and in the air.
that shows different kids.com/fla
 Talk about how people get
forms of transportation. shcards/
to where they are going
transportatio
(school bus, ferry boat, car
n.html
etc.)
 Have you ever been on a
plane ... a train ... a horse ...
etc.?
 How can learners get to
school every day?
 How do kids in other
countries travel?
 Do you know safety rules
(seatbelts in cars, obeying
traffic signals, walk and
don't walk signs)?
 How products are delivered
... couriers with trucks,
airplanes etc. A learner Modes of
 How does the mail travel? • reads the sentences; Transport for
PAIRWORKING • pronounces the words kids video
Task and phrases properly; https://www.
Read sentences and follow • colours the bus; youtube.
instructions. • crosses appropriate com/watch?
1. We go to school by bus. Colour vehicles; v=
the bus yellow. • circles the right vehicle. BZf6frPNrh
2. I don’t go home by bike. Cross g
the bike.
3. They play with cars. Circle the
car.
4. He doesn’t play with a boat.
Cross the boat.
5. We fly to London. Circle the
plane.
ENDING THE LESSON:
youtube.
minutes
bye song Xcws7UWWD
Unit: Travel
Teacher name:
Date:
Learning objectives(s) L1recognise short basic instructions for a limited range of classroom routines
that this lesson is spoken slowly and distinctly;
contributing to S3pronounce basic words and expressions intelligibly
2UE10 use there is / there are to make short statements and ask questions
2.UE11 Use have got + noun to describe and ask about possessions
 To follow T instructions and make a paper plane
Lesson plan

timings
places
20 MAIN PART
minutes A learner Formative http://www.y
Look at the pictures. Put the verb
• makes up sentences; assessment outube.com/
to the proper place to make a
• puts the verb to the watch?
sentence.
proper place. v=ha2zIaBa
1. I _________ many planes .
3UE
2. She _________ a helicopter to
paper A4
play.
3. How many children _____
____ in a bus ?
4. He _________ a new bike .
5. How many boats ____ ____ in
the picture?
6. How many stars ____ ______
A learner
in a line?
• talks about planes;
• answers the questions; http://www.y
Task 2
outube.com/
Look at the pictures. Describe the
• uses the words watch?
plane. Answer the questions.
appropriately; v=GA6dKN
1. Is it a big or a small plane?
• speaks intelligibly. sl6zk
2. What colour is it?
3. Is it new or old?
4. Can you play with a toy plane?
5. Where can you go by plane?
ENDING THE LESSON:
youtube.
minutes
bye song Xcws7UWWD
Unit: Travel
Teacher name:
Date:
Theme of the lesson: Altogether Now
Learning objectives(s) 2.S3 Use a limited range of basic words, phrases and short sentences to describe
that this lesson is objects, activities and classroom routines
contributing to 2.R3 Read and follow with considerable support simple words,
phrases and sentences on familiar topics

- revise and pronounce all alphabetical letters without mistakes
- name the main vocabulary words;
Lesson plan

timings
places
20 MAIN PART
minutes Formative worksheet 1
Speaking
Look at the pictures. assessment
Task 1. Look at the pictures.
Describe them. Tell what
Describe them. Tell what you can
they can see on the
see on the pictures.
pictures.
Read and circle.

Reading
Teacher asks learners to prepare
three coloured pencils: red, blue
and yellow.
Task 2. Read and circle. Read the sentences and
Circle the “head” in red. match them to the
Circle the” hand” in blue. pictures.
Circle the “leg” in yellow.
Task 3. Read the sentences and
match them to the pictures.
A girl is brushing her teeth.
A girl is writing with a pencil.

A boy is reading a book.
ENDING THE LESSON:
youtube.
minutes
bye song Xcws7UWWD

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Unit: All about me

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Grade: 2 Number present: Number absent:

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20 MAIN PART Formative

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Lesson objectives Learners will be able to:

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20 MAIN PART Formative

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20 MAIN PART Formative

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Find your groupmates’

Grade: 2 Number present: Number absent:

Theme of the lesson: People I know

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Grade: 2 Number present: Number absent:

Theme of the lesson: Unit revision

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20 MAIN PART PPT

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ENDING THE LESSON:

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10 ORGANISATION MOMENT: Primary

Grade: 2 Number present: Number absent:

Theme of the lesson: School days

Learning objectives(s) 2.L3recognise with

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20 MAIN PART Ball

Grade: 2 Number present: Number absent:

Theme of the lesson: Class Photos

Planned Teacher's actions Pupils` actions Assessment Resources

Grade: 2 Number present: Number absent:

Theme of the lesson: Unit revision

Planned Teacher's actions Pupils` actions Assessment Resources

20 MAIN PART PPT

Grade: 2 Number present: Number absent:

Theme of the lesson: Different Places

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Grade: 2 Number present: Number absent:

Theme of the lesson: Reading Signs

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20 MAIN PART PPT Signs

Unit: The world around us

Grade: 2 Number present: Number absent:

Theme of the lesson: Where’s it from?