LESSON 20 School: Stavropolka Secondary School

Unit 3: Treasure and

heritage
Date: Teacher name: Rogova V.V.
Grade: 4 Number present: Number absent:
Theme of the Treasure maps 1
lesson:
Learning 4.S3 give short, basic description of people and objects on a
objectives limited range of general and some curricular topics begin to
describe past experiences on an increasing range of general
and some curricular topics
4.R4 find with support books, worksheets and other print
materials in a class or school library according to
classification
4.UE1 use singular nouns, plural nouns – including some
common irregular plural and uncountable nouns, possessive
forms ‘s/s’ to name, describe and label things
Lesson All learners will be able to: give short, basic description of
objectives people and objects, using possessive and determiners; begin
to describe past experiences;
Most learners will be able to: give short, basic description
of people and objects, using possessive and determines;
begin to describe past experiences; use the map of treasure
Some learners will be able to: give short, basic description
of people and objects, using possessive and determines;
begin to describe past experiences; use the map of treasure;
read fluently
Criteria To talk about Kazakhstan’s natural treasures and cultural
heritage; to read about a treasure hunt.
Previous Unit revision
learning
Plan
Planned Planned activities Learners Evaluati Resourc
timings ’ on es
Begining GREETINGS. INTRODUCE activities
5 min THE LESSON OBJECTIVES. Activities
Hand out the completed Progress to present
Report Cards for the previous and
module and ask the pupils to fail activate
them in their Language the new
Portfolios language

PRESENTATION AND
PRACTICE
Middle Treasure Maps 1 The Verbal
30 min 1. Look at the map. Answer Pupils evaluatio
 the question answer n
Pupils’ books open. Ask the the
pupils to look at the pictures on question
p.34 and have a picture orally
discussion. Elicit anything the first, then
pupils nay know about them. in
(e.g. Do you know what a writing.
dombra is? Can you play a 2 Kaindy
dombra?). Lake
Explain the activity. Go through 3 Apples
the sentences and elicit/ explain 4 The
any unknown words. Bayterek
Allow the pupils some time to Monume
complete the activity. Check nt
their answers. 5
Sherkala
6
Singing
2 Read and answer. Write in Sand Individua
your notebook. 7A l
Pupils’ books closed. Put your dombra evaluatio
pen it the book, write and say: 8 An n
There’s a pen in the book. eagle
Underline the word in bold. The
pupils repeat after you. Follow
the same procedure and present 1.
the rest of the prepositions (out Nurlan’s
of, in front, up, down, behind, 2 On
opposite, on, under). 29th
Pupils’ books open. Refer the Septemb
pupils to the pictures and have a er
pictures discussion. Ask the 3 11
pupils if they know what a 4 In the
treasure hunt is and elicit park
answers. Read aloud the text 56
while the pupils follow it their 6 Behind
books. Alternatively, you can the tree.
ask the pupils to read it aloud. 7 In a
Explain the activity. Go through box
the questions and elicit/explain opposite
any unknown word. Allow the the table.
pupils some time to read the text 8 His
silently and complete the birthday
activity. Check their answers. cake.
End REFLECTION Learner’
5 min Bring a small gift to a friend and answer
hide it in class. Write directions
and ask him/her to find that
 “treasure”.

What did you learn today?

What was easy/difficult?
What was the most
interesting/boring thing for you
today?

Home task: Write 3 instructions

in imperative using pronouns
Saying goodbye

LESSON 21 School: Stavropolka Secondary School

Unit 3: Treasure and
heritage
Date: Teacher name: Rogova V.V.
Grade: 4 Number Number absent:
Theme of the present:
Treasure maps 2
lesson:
Learning 4.L3 understand the main points of short, supported talk on
objectives an increasing range of general and some curricular topics
4.W1 plan, write and check sentences with support on a
range of basic personal, general and some curricular topics
4.UE14 use prepositions of location position and direction
at, behind, between, in, in front of, near, next to, opposite,
above, up, down, on the right, on the left, use prepositions
of time: on, in, at, before, after use with/without to indicate,
accompaniment with for instrument and for to indicate
recipient
Lesson All learners will be able to: understand the main points of
objectives short supported talk;
respond to questions
Most learners will be able to: understand the main points
of short supported talk; plan and write sentences with
support to find someone’s treasure
Some learners will be able to: understand the main points
of short supported talk; plan, write and check sentences
without support to find someone’s treasure
Criteria To learn about numbers: to talk about location.
Previous Treasure maps 1
learning
Plan
Planne Planned activities Learners’ Evaluati Resourc
d activities on es
timing
Begini GREETING. INTRODUCE pupils have Track 29
ng THE LESSON OBJECTIVES. 3 minutes to CD1
5 min (An activity to revise the write as
language of the previous lesson.) many
Write on the board the sentences as
prepositions of place from the they can,
previous lesson. Allow the using these
pupils three minutes to write prepositions.
their sentences. Check their
answers. The pupil with the most
correct sentences is the winner.
Middle PRESENTATION AND Listen and Individua
30 min PRACTICE match l
3 Listen, point and repeat. evaluatio
Then match. n
4 Find Captain Jack Parrot’s
treasure! Do the sums and
cross off the places on the map.
The last place is where the Write on the
treasure is. board other
Write the following sums on the sums and to
board. Read aloud the sums and read them
draw the pupils’ attention to the aloud.
names of the symbols (+ plus, -
minus, x times, =equals).
1+1+2 (one plus one equals two)
2-1=2 (two minus 1 equals one)
2x2=4 (two times two equals Answer: It`s
four) on the left of
the book. Selfasses
5 Look, read and underline. The pupils s
Pupils` books closed. Put your repeat, ment
pencil on the left of a book, chorally
show it to the class and ask: and/or
Where is the pencil? individually.

Follow the some procedure and Listen and

present the rest of the circle.
prepositions. Individua
l
6 Where does Captain Parrot evaluatio
take the treasure next? n
Pupils` books closed. Write on
the board the numbers 1-10 and
the respective ordinal numbers
next to them. Explain how we
from the ordinal numbers and
draw the pupils` attention to the
irregular ones (firs, second,
third). Point to the numbers, one
 at a time, and say the
corresponding words. The pupils
repeat chorally and/or
individually. Point to the
numbers in random order and
ask individual pupils to name
them. Ask the rest of the class
for verification. Write on the
board: 20 – twenty – twentieth.
Underline the letters in bold and
elicit the spelling rule. Then
write on the board the numbers
30,40,45,58,100 and elicit the
ordinal numbers.
End REFLECTION Play Buzz Frizz. The pupils
5 min if a pupil makes a mistake, take turns
he/she can be made to sit out that counting up
round if you like. one number
Hometask: Draw an island on a at a time, but
piece of paper. Draw lots of instead of
places on the island. Then draw any multiple
an ‘X’ to show where the of three they
treasure is. They should write have to say
directions to the partner to find `Buzz`.
their treasure. etc.
Saying goodbye

LESSON 22 School: Stavropolka Secondary School

Unit 3: Treasure and
heritage
Date: Teacher name: Rogova V.V.
Grade: 4 Number present: Number absent:
Theme of the Treasure and numbers 1
lesson:
Learning 4.S4 respond to questions on an increasing range of general
objectives and some curricular topics
4.R3 recognise basic opinions in short, simple texts on an
increasing range of general and some curricular topics
4.W1 plan, write and check sentences with support on a
range of basic personal, general and some curricular topics
4.UE2 use cardinal numbers 1 -1000 and ordinal numbers
1 - 100
Lesson All learners will be able to: use cardinal numbers 1 – 1000
objectives and ordinal numbers 1 – 100; answer the questions about
what they can see in the pictures.
Most learners will be able to: use cardinal numbers 1 –
1000 and ordinal numbers 1 – 100; answer the questions
about what they can see in the pictures; make a new
 dialogue.
Some learners will be able to: use cardinal numbers 1 –
1000 and ordinal numbers 1 – 100; answer the questions
about what they can see in the pictures ; act out the story
Criteria To develop listening and reading comprehension skills
through a story: to talk about a class expedition
To learn how to pronounce [ʃn] and its different spellings.
Previous Treasure maps 2
learning
Plan
Planne Planned activities Learners’ Evaluati Resourc
d activities on es
timing
BeginiGREETING. INTRODUCE Pupils write Verbal
ng THE LESSON OBJECTIVES. the evaluatio
5 min (An activity to revise the respective n
language of the previous lesson.) ordinal
Ask a pupil to come to the board. numbers
You say a cardinal number (1- next to the
1,000) and the pupil writes the cardinals.
number using letters on the
board. Repeat with other pupil.
Middle Presentation and practice The pupils Selfasses
30 min Listen and read. listen and s
Go through the pictures of the follow the ment
story and set the scene by asking story in their
the pupils questions about what books.
they can see in the pictures.
Play the CD.
Read the story and answer the Pupils read
question the story and Individua
Explain the activity. Allow the answer the l
pupils some time to read the question evaluatio
story again silently and answer n
the questions. Check their
answers. Ask the pupils to tell
you where they found the
answers in the dialogue. Pupils act
Act out the story. out the story
For stronger classes: Assign
roles to the pupils. Mutual
Allow them enough time to avaluatio
n
rehearse their roles in groups.
Encourage them to come to the
front and act out the story.
For weaker classes: Select a
short exchange from the story for
the pupils to act out in pairs. Pupils listen
 Talking point. and read,
Refer the pupils to the picture then make a
and the dialogue. Play the CD. new
The pupils listen and follow dialogue
along. Pause the CD for the with friend.
pupils to repeat, chorally and/or
individually. The pupils, in pairs,
act out similar dialogues. Go
around the classroom providing
necessary help. Ask some pairs
to come to the front of the Pupils
classroom and act out the complete the
dialogue. missing
Complete. Then listen and letters.
repeat. Verbal
Refer the pupils to the picture. evaluatio
Elicit fashion, mansion and n
exhibition. Draw the pupils’
attention again to the [ʃn] sound
and the different spellings.
Allow the pupils some time to
complete the missing letters.
Play the CD for the pupils to
listen and check their answers.
End REFLECTION Pupils do Selfasses
5 min Ask the pupils to close their the task s
books and write three things they ment
remember from the story. If you
wish, set a time limit of two
minutes to complete the activity.
Ask a few pupils to report back
to the class.
Hometask: Ex: 6 at page 28
(Activity book)
Saying goodbye

LESSON 23 School: Stavropolka Secondary School

Unit 3: Treasure and
heritage
Date: Teacher name: Rogova V.V.
Grade: 4 Number present: Number absent:
Theme of the Treasure and numbers 2
lesson:
Learning 4.L4 understand an increasing range of short supported
objectives questions on general and some curricular topics
4.R3 recognise basic opinions in short, simple texts on an
 increasing range of general and some curricular topics
4.W2 begin to use joined up handwriting in a limited range
of written work
4.UE5 use interrogative pronouns who, what, where,
how many, how much, how often, how big, what kind of
… to ask questions on growing range of familiar topics
Lesson objectives All learners will be able to: use interrogative pronouns
who, what and where, how many, how much, how often,
how big, what kind of to ask questions
Most learners will be able to: use interrogative pronouns
who, what and where, how many, how much, how often,
how big, what kind of to ask questions
Some learners will be able to: use interrogative pronouns
who, what and where, how many, how much, how often,
how big, what kind of to ask questions
Criteria to talk about natural features.
Previous learning Treasure and numbers 1
Plan
Planne Planned activities Learners’ Evaluatio Resourc
d activities n es
timing
BeginiGREETING. INTRODUCE Pupils act out Verbal
ng THE LESSON OBJECTIVES. the dialogue evaluation
5 min Ask pairs of pupils to come to
the front of the classroom and
act out the dialogue from the
previous lesson (Ex.11).
Repeat with as many pairs as
you feel necessary.
Middle Listen, point and repeat. Pupils listen, Individual
30 min Then match. point and evaluation
Pupils’ books closed. Point to match
the natural features, one at a
time, and say the The pupils
corresponding words. Point to repeat,
each natural feature in random chorally
order. Ask individual pupils to and/or
name them. individually.
Extension activity (Optional)
Ask the pupils to look at the Pupils make a
poster, choose an item and sentences
make a sentence.
e.g. Pupil 1 : (pointing to the
island ) I’m going to go to an Mutual
island this summer. etc avaluation
Read and choose . Then say. Pupils read
Explain the activity. Allow the and complete,
 pupils some time to complete then answer
it.
Then elicit answers from
individual pupils.
e.g. Malta is an island ., The
Pacific is an ocean . etc
The pupils
Read and choose. repeat
Pupils’ books closed. Say and chorally
write on the board: This is a and/or
desert. This is an island. individually.
Underline the words in bold.
Explain to the pupils that we
use a before nouns that begin
with a consonant sound and
we use an before nouns that
begin with a vowel sound. Say
and write on the board: This is
a desert. This is the Sahara
Desert. Underline the words in
bold. Explain to the pupils, in
L1 if necessary, that we use Verbal
the indefinite article a when evaluation
we refer to something general,
and the definite article the Pupils
when we refer to something complete the
specific. activity.

Pupils’ book open. Go

through the Study spot section
briefly. Read the instructions
and the example and the
activity. Go through the
sentences and elicit/explain
any unknown words.
End REFLECTION A pupil from Selfassess
5 min Divide the class into two each team ment
teams, A and B. Read a writes the
sentence from ex. 15, e.g. answer on the
Malta is an… . The team with board
the most points wins the game. (island). Each
If you wish, you can use correct
famous natural features in the answer wins
pupils’ country. a point.
Hometask: Ex: 8 at page 28
(Activity book)
Saying goodbye
LESSON 24 School: Stavropolka Secondary School
Unit 3: Treasure and
heritage
Date: Teacher name: Rogova V.V.
Grade: 4 Number present: Number absent:
Theme of the Our planet’s treasure 1
lesson:
Learning 4.L3 understand the main points of short, supported talk on
objectives an increasing range of general and some curricular topics
4.S6 take turns when speaking with others in a growing
range of short, basic exchanges
4.R3 recognise basic opinions in short, simple texts on an
increasing range of general and some curricular topics
4.W4 write with support a sequence short sentences in a
paragraph to give basic personal information
Lesson All learners will be able to: talk about seven natural
objectives wonders of the world with support
Most learners will be able to: talk about seven natural
wonders of the world with support; express basic likes and
dislikes
Some learners will be able to: talk about seven natural
wonders of the world with support; express basic likes and
dislikes; present their presentation work to the class
Criteria To explore other subject areas (Geography); to talk about
natural wonders; to raise the pupils' environmental
awareness.
Previous Our planet’s treasure 1
learning
Plan
Planne Planned activities Learners’ Evaluati Resourc
d activities on es
timing
Begini GREETING. INTRODUCE
ng THE LESSON OBJECTIVES.
5 min Play the song from the previous
lesson and ask the pupils to sing
along.
Pupil: I'm Verbal
Write the words island, river, going to evaluatio
lake, rainforest, waterfall, visit the n
mountain, desert, ocean on the Amazon
board. Tell the pupils to choose rainforest
one of the words and imagine this
that they are going to visit one of weekend.
these places this weekend. Ask I'm going to
them to think of what they are see a lot of
going to do there. Pupils, in plants and
 pairs, talk to each other. Ask animals
some pupils to report back to the there.
class.
Middle PRESENTATION AND Track 38
30 min PRACTICE CD1
22 Listen and match. Then
talk with your friend. The pupils
Say and write on the board: repeat,
natural wonders. Explain/ Elicit chorally
what natural wonders are. Have and/or
a brief class discussion, in LI if individually.
necessary, about natural wonders Individua
in their country and how Pupils listen l
important they are to the planet. and match. evaluatio
Refer the pupils to the pictures n
and the title and have a class Answer key
discussion about these seven 2D 3C 4 F 5
natural wonders. Elicit anything A 6G 7E
the pupils might know about
them. Read aloud the
countries/regions and ask the
pupils if they know or if they can
guess where these natural
wonders are. Explain the activity Pupils read
and play the CD. out the Mutual
dialogue and avaluatio
Refer the pupils to the picture then act out n
and the dialogue. Ask the pupils a similar
to act out, in pairs, similar dialogue
dialogues. Go around the
classroom providing any
necessary help. Ask some pairs
to come to the front of the Pupils read
classroom and act out the the text Verbal
dialogue. silently and evaluatio
choose the n
23 Read and choose. correct
Refer the pupils to the picture answer.
and have a brief picture
discussion. Read aloud the text Then
or ask some of the pupils to read individual
it. The pupils listen and follow in pupils read
their books. Explain the activity. out the text.
Refer the pupils to the questions.
Check their answers.

Answer key
1A2A3В4В
 End REFLECTION Pupils Selfasses
5 min (An activity to consolidate the answer s
language of the lesson.) ment
Allow the pupils some time to
read the text again and then close
their books. Ask them to try and
remember two things from the
text. Check their answers.
Hometask: Ex: 12 at page 30
(Activity book)
Saying goodbye

LESSON 25 School: Stavropolka Secondary School

Unit 3: Treasure and
heritage
Date: Teacher name: Rogova V.V.
Grade: 4 Number present: Number absent:
Theme of the Our planet’s treasure 2
lesson:
SA 1
Learning 4.1.3.1 Understand the main points of short supported talk
objectives on an increasing range of general and some curricular topics
4.2.3.1 Give short, basic description of objects on a limited
range of general and some curricular topics; begin to
describe past experiences on an increasing range of general
and some curricular topics
Lesson Identify the main ideas of short supported talks
objectives Describe objects in short basic sentences, talk about past
experiences on general and some curricular topic
Criteria Identify the main ideas of short supported talks
Describe people and objects in short basic sentences, talk
about past experiences on general and some curricular
topic
Previous Our planet’s treasure 1
learning
Plan
Planned Planned activities Learners’ Evaluatio Resourc
timings activities n es
Beginin GREETING. INTRODUCE Learners tell Verbal
g THE LESSON you three evaluation
5 min OBJECTIVES. things they
Greet the learners and ask know about
them how they are doing. archaeology.
Write archaeologist on
 board. Does it look like
Kazakh or Russian? Does it
sound like Kazakh or
Russian?
Middle Reading Practice Ss read a text Verbal
10 min Tell Ss they are going to read about the evaluation
Earth and
a text about the Earth and one answer the
of its treasure. Explain the Ss questions
that they will come across
new vocabulary but you
won’t tell them what they
mean. First, they have to
complete reading
comprehension tasks.
Read the text as a whole
class. Drill pronunciation of
new vocabulary.
Ask Ss to answer the
questions even if they have
confusing and unfamiliar
Mutual
words. Ss use these avaluatio
adjectives n
with the
Speaking Practice nouns related
Ask Ss to brainstorm what to the
other Planet’s Treasure they planet’s
know. Write their ideas on treasure.
the board.
With a partner, ask the Ss to
brainstorm adjectives (warm,
beautiful, orange, important,
dangerous, expensive etc.)
Sample: beautiful mountains,
blue sky, fast rivers, deep
oceans, mysterious caves,
wild animals, coniferous
forests, dangerous jungles,
hot deserts etc.
SA LISTENING Ss listen to Individual
20 min Task 1. the story and evaluation
‘Start near the big volcano. draw a line to
Go straight toward the big show the way
coconut tree. Turn right and where the
go straight on until the buried
crocodile pond. Cross the treasure is.
bridge, turn to the right and
keep walking. Turn left in
front of the waterfall. Then,
 go straight until you see a
cave. Go through the cave.
The treasure is buried in it.

Ss answer the
SPEAKING questions
What can you see on the using pictures
pictures?
Which place would you like
to visit? Why?
What do you know about
Bayterek/ Sherkala/ Lake
Kaindy/ Singing Sand?
End REFLECTION Ss write and Selfassess
5 min The point of the exercise is to complete the ment
reflect on learning, so every ‘what I’ve
kid can pick a different word, learned’
or words for higher achievers. sentence with
Hometask: to learn the new a new word
words that they
Saying goodbye learned.

LESSON 26 School: Stavropolka Secondary School

Unit 3: Treasure and
heritage
Date: Teacher name: Rogova V.V.
Grade: 4 Number present: Number absent:
Theme of the Unit revision
lesson:
Learning 4.L3 understand the main points of short, supported talk on
objectives an increasing range of general and some curricular topics
4.S3 give short, basic description of people and objects
on a limited range of general and some curricular topics
begin to describe past experiences on an increasing range of
general and some curricular topics
4.S6 take turns when speaking with others in a growing
range of short, basic exchanges
4.R3 recognise basic opinions in short, simple texts on an
increasing range of general and some curricular topics
4.W4 write with support a sequence short sentences in a
 paragraph to give basic personal information
Lesson All learners will be able to: revise talking about natural
objectives features and natural wonders, express basic likes and dislikes
Most learners will be able to: revise talking about natural
features and natural wonders, express basic likes and dislikes
Some learners will be able to: revise talking about natural
features and natural wonders, express basic likes and dislikes
Criteria То revise talking about natural features and natural wonders.
Previous Our planet’s treasure 2
learning SA 1
Plan
Planne Planned activities Learners’ Evaluati Resources
d activities on
timings
Beginin GREETING. INTRODUCE Pupils Verbal (Track 39
g THE LESSON answer evaluatio CD1)
5 min OBJECTIVES. n
(An activity to revise the
language of the previous
lesson.)
Ask the pupils to present their
projects from the previous
lesson.
Middle PRACTICE Individual Individua
30 min 25 Listen and read. Which pupils read l
place would you like to out the texts. evaluatio
visit? Why? n
Ask the pupils to look at the
pictures. Have a picture
discussion.
e.g. Teacher: (pointing to the
Giant's Causeway) This is the
Giant's Causeway. Where is
it? Pupil: It's in the UK.
Teacher: This is Lake
Kaindy. Where is it?
Pupil: It's in Kazakhstan, etc
Ask the pupils to tell you
what they know about these
places.
Ask the pupils which place The pupils
they would like to visit and read again
why. the texts Verbal
silently and evaluatio
26 Read and match to make complete the n
sentences. activity.
Read the instructions and the
example and explain the Pupils read
 activity. Check their answers. and
complete.
CHECKPOINT 3 Then match
1 Read and complete. Then
match.
The pupils put the letters in
the correct order to form
words and complete the
sentences. Then they look at
the pictures and match the Pupils read
sentences with the pictures. the numbers
and match.
2 Read and match.
Pupils read
and
3 Read and complete. complete
The pupils read and complete
the sentences with the correct Pupils read
ordinal number. and choose
the correct
4 Read and choose. words.

End REFLECTION Suggested Selfasses

5 min Learners reflect on their answer key s
Torysh is a
learning: ment
valley with
Whathasbeenlearned? rock
Whatremainedunclear? formations that
What is necessary to work on look like balls.
Hometask: Project: A The name
natural wonder in Torysh
actually means
Kazakhstan.
the Valley of
Ask the pupils to think of Balls! The
natural wonders in rocks are
Kazakhstan and write a small spread in the
paragraph about it using the middle of the
texts in Ex. 25 as models. desert and
have different
They can draw pictures and
sizes. Some
attach them. The pupils then are 3-4 metres
will present their projects to in diameter!
the class .
Saying goodbye

LESSON 27 School: Stavropolka Secondary School

Unit 4: Professions and
ways of Communication
Date: Teacher name: Rogova V.V.
Grade: 4 Number present: Number absent:
Theme of the Body language
lesson:
Learning 4.L1 understand an increasing range of classroom
objectives instructions
4.S1 make basic statements which provide personal
information on an increasing range of general and some
curricular topics
4.W2 begin to use joined up handwriting in a limited range
of written work
4.UE6 use demonstrative pronouns this, these, that, those
and object pronouns in short statements, questions and
responses
Lesson All learners will be able to: talk about ways of
objectives communication using demonstrative pronouns this, these,
that, those and object pronouns in short statements, questions
and responses
Most learners will be able to: talk about ways of
communication use demonstrative pronouns this, these, that,
those and object pronouns in short statements, questions and
responses. Describe the picture.
Some learners will be able to: talk about ways of
communication use demonstrative pronouns this, these, that,
those and object pronouns in short statements, questions and
responses. Describe the picture and say why they use the
gadgets.
Criteria To talk about ways of communication.
Previous Unit revision
learning
Plan
Planne Planned activities Learners’ Evaluati Resourc
d activities on es
Begini GREETING. INTRODUCE THE Pupils
ng LESSON OBJECTIVES. answer
5 min Hand out the completed Progress
Report Cards for the previous
module and ask the pupils to file
them in their Language
Portfolios.
PRESENTATION AND
PRACTICE
(Activities to present and activate
the new language.)
Middle 1 Look at the picture. What are Pupils Individua
30 min the children doing? Have you answer the l
got any of these gadgets? If yes, questions evaluatio
what do you use them for? n
Pupils' books closed. Write the
word gadget on the board. Ask
the pupils if they know what
gadgets are and elicit the names
of different gadgets (e.g. tablet,
mobile phone, earphones, etc).
Pupils' books open. Ask the pupils
to look at the pictures on p. 48
and have a picture discussion.
2. How do you communicate Pupils read
with your family and friends? and Verbal
Which way of communication complete evaluatio
do you use more often? Choose n
and tell the class.
Read aloud the phrases and
explain to the pupils that these are
different ways of communication.
Ask the pupils if they can think of
other ways of communication.
Read aloud the example and
explain the activity. Allow the
pupils some time to complete it.
Check their answers. Ask
individual pupils to tell the class.
3. Let's Play Pupils
Pupils' books closed. Write on listen and
the board: It's OK. Good luck! repeat
Sign OK without speaking. Ask chorally
the pupils which of the two and/or
sentences is correct. Then write individuall
body language on the board and y.
explain to the pupils, in LI if Mutual
necessary, what body language is. One pupil avaluatio
Pupils' books open. Refer the mimes one n
pupils to the pictures, one at a of the
time, and read aloud the phrases. phrases and
Divide the class into two teams, A the other
and B. Ask one pupil from each tries to
team to come to the front of the guess the
classroom. Each correct answer correct
wins a point. The team with the phrase.
most points wins the game. Individua
4. Look, read and choose the l
correct answer. Pupils look evaluatio
Read aloud the sentences, one at a at the n
time, and ask the pupils to choose pictures
the correct word. and
complete
the activity
 End REFLECTION Pupils Selfasses
5 min Learners reflect on their learning: answer s
Whathasbeenlearned? ment
Whatremainedunclear?
What is necessary to work on
Hometask: Ex:2 at page 36 Read
and complete (Activity Book)
Saying goodbye

LESSON 28 School: Stavropolka Secondary School

Unit 4: Professions and
ways of Communication
Date: Teacher name: Rogova V.V.
Grade: 4 Number present: Number absent:
Theme of the Communicating around the world
lesson:
Learning 4.3.1.1 Recognise, identify and sound with support a
objectives growing range of language at text level
4.4.4.1 Write with support a sequence of short sentences in a
paragraph to give basic personal information
Lesson All learners will be able to: read and talk about means of
objectives transport around the world; make a new dialogue using
range of general curricular topics with support
Most learners will be able to: read and talk about means of
transport around the world; make a new dialogue using
range of general curricular topics without support
Some learners will be able to: read and talk about means of
transport around the world; make a new dialogue using
range of general curricular topics without support and act out
it.
Criteria To develop listening and reading comprehension skills
through a story
To practice talking about means of transport;
Identify the meaning of words, expressions and
sentences at text level
Write simple sentences in a paragraph to give some
personal information
Previous Communicating around the world
learning
Plan
Planne Planned activities Learners’ Evaluati Resourc
d activities on es
Begini GREETING. INTRODUCE Pupils make Verbal
ng THE LESSON OBJECTIVES. a sentence evaluatio
5 min Write an adjective on the board using the n
 (e.g. safe) and ask individual comparative
pupils to say the comparative form of the
form of it. adjective
Middle PRESENTATION AND Pupils listen Individua
30 min PRACTICE and follow l
Listen and read. the story in evaluatio
Go through the pictures of the their books. n
story and set the scene by asking
the pupils questions about what
they can see in the pictures, e.g.
Teacher: (pointing to the
minibus in picture 1) What's
this?
Class: A minibus, etc

Read the story and write True Pupils read Mutual

or False. and avaluatio
n
Allow the pupils some time to complete
read the story silently and
complete the activity. Check
their answers.
Answer key
2 True 3 False 4 True 5
False

13 Read the story again. Who Verbal

Pupils read evaluatio
says .... the story
Allow the pupils some time to n
again and
read the story again. Then they complete the
complete the activity. Check activity
their answers.
Answer key
the teacher
the minibus driver
Liam
Pupils read Individua
Task 1.Read the sentences and and choose l
choose the correct answer. evaluatio
Nick meets a friend. They n
shake/hug hands.
Great job! Give/call me a high
five.
On the Mother’s day you
make/hug your mummy. Pupils
complete the
Task 2. Complete the sentences sentences
with the right adjective in the with the
box. right
afraid glad cheerful adjective in
 4.I’m ________ to be here with the box
all my friends. The party is
fantastic!
5.My English teacher is so
_______. She is always smiling
and joking. Pupils write
6.I’m _______ of being at home 5 sentences.
alone at night.

Task 3. What do you want to

be in future? Describe your
dream job.
I want to be a _____________
End REFLECTION Pupils Selfasses
5 min Say two things, which you have answer s
understood? ment
Say two things which you have
not understood?
Hometask: Ex: 7 at page 37
Read, look and complete. Then
match
Saying goodbye

LESSON 29 School: Stavropolka Secondary School

Unit 4: Professions and
ways of Communication
Date: Teacher name: Rogova V.V.
Grade: 4 Number present: Number absent:
Theme of the Technology
lesson:
Learning 4.L2 understand an increasing range of questions which
objectives ask for personal information
4.S3 give short, basic description of people and objects
on a limited range of general and some curricular topics
begin to describe past experiences on an increasing range of
general and some curricular topics
4.UE11 use has got / have got there is / are statement,
negative question forms including short and full answers
and contractions
Lesson All learners will be able to: revise jobs; to talk about
objectives community helpers; to write about a community helper
Most learners will be able to: revise jobs; to talk and write
about their favourite community helper; tell which of the
jobs in the text they need
Some learners will be able to: revise jobs; to talk and write
about their favourite community helper; tell which of the
 jobs in the text they need to; act out the dialogue
Criteria To revise jobs; to write about a community helper; to
develop the pupils' listening skills through a song.
Previous Communicating around the world
learning
Plan
Planne Planned activities Learners’ Evaluati Resourc
d activities on es
timing
Begini GREETING. INTRODUCE THE Verbal
ng LESSON OBJECTIVES. Pupils evaluatio
5 min Write an adjective on the board come to n
(e.g. good) and ask individual the board
pupils to say the comparative andand
superlative form of it. complete
Write some jobs on the board, butthe
with a few letters missing. missing
letters.
Middle READING AND WRITING Pupils Individua
30 min Listen and read. Then answer. listen and l
Play the CD. The pupils listen and follow the evaluatio
follow the text in their books. Then text in n
they answer the questions. Check their
their answers. books

Read and choose.

Explain the activity. Allow the Pupils Mutual
pupils some time to read the read the avaluatio
n
sentences and choose the correct sentences
words. and
choose the
Portfolio: Talk with your correct
friends. Then write about your words
favourite community helper.
Elicit various community helpers
Individua
from the pupils and write them on
l
the board. Ask the pupils, in pairs Pupils
evaluatio
or in groups, to talk about a write
n
community helper they know. For about a
homework, tell the pupils to write communit
about a community helper and use y helper
the text in Ex. 22 as a model. Then and use
help them file their writing the text
activities in their Language
Portfolios.

PRACTICE
Let's sing!
 Point to the song and say: Verbal
Architects and artists sharing their evaluatio
ideas. The pupils repeat, chorally Pupils n
and/or individually. Follow the listen and
same procedure and present the follow
rest of the song. along in
Play the CD. Divide the class into their
three groups and assign a verse to books
each group. Play the song again
and ask each group to sing their
corresponding verse.
Mutual
Extension activity (Optional) avaluatio
Write a few words from the song n
on the board and ask the pupils to Pupils to
copy them. Ask the pupils to number
number the words in the order they the words
hear them. in the
order they Individua
Thinking: Whose are they? Read hear them. l
and match. Then talk with your evaluatio
friend. Pupils n
Refer the pupils to the pictures and match the
read aloud the words. Explain the pictures
activity. Check their answers. with the
jobs

End REFLECTION Pupils Selfasses

5 min Divide the class into groups. Ask answer s
the pupils to make a map of their ment
community and mark the places
that have community helpers, e.g.
police officer, doctor, firefighter,
etc. Display their work in the
classroom.
Hometask: Ex: 15 at page 43
Activity Book
Saying goodbye

LESSON 30 School: Stavropolka Secondary School

Unit 4: Professions and
ways of Communication
Date: Teacher name: Rogova V.V.
Grade: 4 Number present: Number absent:
Theme of the Technology
lesson:
Learning 4.1.2.1 understand an increasing range of supported
objectives questions which ask for personal information;
4.4.4.1 write with support a sequence of short sentences in a
paragraph to give basic personal information;
4.5.3.1 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to
describe things, use simple one-syllable and some two-
syllable adjectives [comparative and superlative] to make
comparisons;
Lesson All learners will be able to: understand an increasing range
objectives of supported questions which ask for personal information;
give short, basic description of people and objects, begin to
describe past experiences with prompts; use adjectives,
including possessive adjectives
Most learners will be able to: understand an increasing
range of supported questions which ask for personal
information; give short, basic description of people and
objects, begin to describe past experiences; use adjectives,
including possessive adjectives
Some learners will be able to: understand an increasing
range of supported questions which ask for personal
information; give short, basic description of people and
objects, begin to describe past experiences; use adjectives,
including possessive adjectives
Criteria To explore other subject areas (Geography); to talk about
technologies around the world.
Previous Technology
learning
Plan
Planne Planned activities Learners’ Evaluati Resourc
d activities on es
timing
Begini GREETING. INTRODUCE THE
ng LESSON OBJECTIVES. Pupils Verbal
5 min POSTER repeat, evaluatio
Put the Communicating around chorally n
the world poster up on the board. and/or
Point to the UK, Kazakhstan, individuall
Spain, France, Germany, Italy, y.
Greece and Turkey and name
each country. Ask the pupils, in
LI if necessary, to tell you what
they know about these countries
(flag colours, capital cities,
landmarks, food, etc).
Middle Communicating Around the Pupils Verbal
30 min World listen, point evaluatio
Listen and repeat. Find the and repeat n
 countries on the map. the names
Play the CD. Play the CD again of the
pausing after each word. countries.
Explain the activity. Allow the
pupils some time to find the
countries on the map and match
them in their notebooks. Pupils in Mutual
pairs, act avaluatio
Listen and read. Make a new out similar n
dialogue with your friend dialogues
Refer the pupils to the picture and about
the dialogue. Play the CD. The themselves.
pupils listen and follow along.
Pause the CD for the pupils to
repeat, chorally and/or
individually. Go around the
classroom providing any
necessary help. Ask some pairs to
come to the front of the classroom
and act out the dialogue. If you
wish, write the following on the
board so the pupils can refer to it
while they are completing the
activity.
A: Hello, I'm ... . I'm from ....
Where are you from? Pupils
B: Hi, I'm ... . I'm from ... . write the Individua
A: Welcome to ...,... I B: Thanks! sentences l
correctly evaluatio
Write the sentences correctly. n
Read the first sentence and ask
the pupils what they think is
wrong. Refer them to the example
and explain that we use the upper
case at the beginning of
sentences, of names of people,
cities, countries, days and months,
and for the personal pronoun I.
Explain the activity. Allow the
pupils some time to complete it.
Check their answers.
End REFLECTION Pupils Selfasses
5 min Put up the Communicating answer s
around the world poster on the ment
board. Say the name of a country
and ask a pupil to show the
country on the poster. Repeat with
other pupils.
 Hometask: Ex: 2 at page 44
Activity Book
Saying goodbye

LESSON 31 School: Stavropolka Secondary School

Unit 4: Professions and
ways of Communication
Date: Teacher name: Rogova V.V.
Grade: 4 Number present: Number absent:
Theme of the Summative control work for the 2nd term
lesson:
Learning 4.1.3.1 Understand the main points of short supported talk
objectives on an increasing range of general and some curricular topics
4.3.5.1 Understand the main points of short simple texts
on a growing range general and some curricular topics
by using contextual clues
4.4.1.1 Plan, write and check sentences with support on a
range of basic personal, general and some curricular topics
4.5.14.1 Use prepositions of location, position and direction
to indicate; accompaniment with for instrument and for to
indicate recipient
4.2.1.1 Make basic statements which provide information
on an increasing range of general and some curricular
topics
Criteria Identify the main points of short talk with support
Read the text and mark the statements “True” and “False”.
Make up sentences on personal, general and some curricular
topics with support
Use prepositions of place to indicate where objects and
people are
Learners answer 5 questions using supporting picture.
Previous Technology
learning
Plan
Planned Planned activities Learners’ Evaluatio Resourc
timings activities n es
Beginin GREETINGS
g The aims of the lesson
2 min
SA LISTENING Pupils Individual
35 min Task 1. Listen to a man talking listen evaluation
about different professions. put the
Put the number in a small box number in
next to the picture. a small
Then write the name of the box next
profession in a big box. Number to the
1 is done as an example. picture,
then write
READING the name
Task 2. Read the text and of the
mark the sentences True or profession
False. in a big
1. Museums are not important box
parts of our culture. Pupilsread
2. Museums educate us many the text
things. and mark
3. Nurzhan didn’t love to go to the
museums when he was a child. sentences
4. He will never forget seeing true or
the bones of ancient animals. false.
5. The National Museum in
Moscow is the best museum for
Nurzhan.

WRITING
Task 3. Imagine you are a pirate.
Look at the map. There is an ‘X’
to show where your treasure is. Learners
Write directions to find your look at the
treasure! Use prepositions of map and
place write
directions
to find
your
treasure

SPEAKING
Task 4. Look at the pictures
and answer the questions.
Which devices from the pictures Learners
do you have? look at the
Which of them would you like to pictures
have? and
Which of them can you use to do answer the
homework? questions.
Do you like playing computer
games?
 How often do you watch TV /
listen to music?
End REFLECTION Pupils Selfassess
3 min There smiley faces are on the choose ment
board. (happy and sad) T. one and
suggests choosing any smiley put on
face. their
desks.

Hometask: to revise the words

from the unit
Saying goodbye

LESSON 32 School: Stavropolka Secondary School

Unit 4: Professions and
ways of Communication
Date: Teacher name: Rogova V.V.
Grade: 4 Number present: Number absent:
Theme of the Unit revision
lesson:
Learning 4.5.1.1 use singular nouns, plural nouns – including some
objectives common irregular plural – and uncountable nouns,
possessive ‘s/s’ to name, describe and label things;
4.5.6.1 use demonstrative pronouns this, these, that, those
and object pronouns in short statements, questions and
responses
Lesson All learners will be able to: use singular nouns, plural
objectives nouns – including some common irregular plural – and
uncountable nouns, possessive ‘s/s’ to name, describe and
label things; use demonstrative pronouns this, these, that,
those and object pronouns in short statements, questions and
responses
Most learners will be able to: use singular nouns, plural
nouns – including some common irregular plural – and
uncountable nouns, possessive ‘s/s’ to name, describe and
label things; use demonstrative pronouns this, these, that,
those and object pronouns in short statements, questions and
responses; compare high-tech buildings in London and
Kazakhstan
Some learners will be able to: use singular nouns, plural
nouns – including some common irregular plural – and
uncountable nouns, possessive ‘s/s’ to name, describe and
label things; use demonstrative pronouns this, these, that,
those and object pronouns in short statements, questions and
 responses; find information and present it to their
classmates.
Criteria To talk about high-tech buildings
Previous Summative control work for the 2nd term
learning
Plan
Planne Planned activities Learners’ Evaluati Resource
d activities on s
timing
Begini GREETING. INTRODUCE
ng THE LESSON OBJECTIVES. Pupils come Verbal
5 min Ask pairs of pupils to come to to the board evaluatio
the front of the classroom and and act out n
act out the dialogue from the the dialogue
previous lesson (Ex. 27). from the
Repeat with as many pairs as previous
you feel necessary. lesson
Middle Listen and read Pupils listen Individua
30 min Ask the pupils to look at the and follow l
pictures. Have a picture the texts in evaluatio
discussion. their books. n
e.g. Teacher: (pointing to the
Gherkin) What is this?
Pupil: It's a skyscraper.
Teacher: Correct. It's the
Gherkin. Where is it? Pupil:
It's in the UK. Etc
Ask the pupils to tell you what
they know about these
places. Play the CD.

Read and choose. Pupils read

Explain the activity. The pupils the texts and Mutual
read again the texts silently and complete the avaluatio
complete the activity. Check activity. n
their answers. Ask pupils:
Which building would you like
to visit? Why? Allow the pupils
some time to write their
answers in their notebooks. Ask
individual pupils to report back
to the class. Then individual Pupils think
pupils read out the texts. of a high-tech
building in
Extension activity (Optional) Kazakhstan Individua
Project: A high-tech building and write a l
in Kazakhstan. small evaluatio
Ask the pupils to think of a paragraph n
 high-tech building in about it
Kazakhstan and write a small
paragraph about it using the
texts in Ex. 30 as models. They
can draw or look for pictures on
the Internet and attach them.
Alternatively, assign the project
for homework. The pupils then
present their projects to the
class. Display their work in the Pupils do the
classroom. task
Verbal
ACTIVITY BOOK evaluatio
(Optional) n
If you wish , you can assign
some or all of the
corresponding activities from
the Activity Book for
homework. If this is the case,
make sure you explain them
first in class.
End REFLECTION Pupils will Selfasses
5 min FEEDBACK choose one s
There smiley faces are on the and put on ment
board. (happy and sad) T. their desks
suggests choosing any smiley
face.
Well what did we do in our
lesson?
Hometask: revise the words
from the units
Saying goodbye