PPT Ағылшын 1-Тоқсан 3-Сынып Smiles

Lesson №1
Animal types
Lesson objectives:
All learners will be able to:
 make basic statements related to personal information, people and objects on familiar topics and classroom
routines
 identify missing phonemes in incomplete words
 use basic prepositions of location and position: at, behind, between, in, in front of, near, next to, on, to to describe
where people and things are use prepositions of time: on, in, at to talk about days and times
 use common present simple forms [positive, negative, question] and contractions to talk about what you want and
like and habits and facts
 use interrogative pronouns including which, what, where, whose to ask who people are and what they are doing
(pronouns which, where, whose)
Greeting
Look at the pictures. Which animal is a mammal? a reptile? a bird?
-mammals feed their babies milk from their own bodies

-reptiles lay eggs and use the heat from the sun to keep their blood warm
-birds have feathers and wings and in most cases can fly
True or False? In pairs, decide. Check your answers online or
with your teacher.
1. Do snakes live in Antarctica?

2. Do snakes smell with their tongue?
3. Do snakes sleep with their eyes open?
4. Do snakes eat only three times a year?
5. Do snakes stop growing when they are one year old?
Facts about penguins
Penguins may Penguin feet are

huddle together for adapted to walk long
several reasons. distances
one of the most

streamlined animals
Penguins evolved to in the world.
fly underwater
Other names for a group of penguins

include rookery, colony, and huddle.
An activity to consolidate the language of the lesson
 Divide the class into two teams, A and B. Invite a pupil from each team to the board.
 Whisper an animal from the lesson to the pupils.
 The pupils then have to draw clues on the board related to the animal.
 They are not allowed to speak, write words or use gestures.
 Each team has two minutes to guess the correct animal.
 The first team to do so, wins a point for his/her team.
 Continue with other pupils from each team.
 The team with the most points wins the game.
Thanks for your attention
Lesson №2
Body parts
Lesson objectives:
 make basic statements related to personal information, people and objects on familiar topics and
classroom routines
 use common present simple forms [positive, negative, question] and contractions to talk about what
you want and like and habits and facts
Greeting
method that used to encourage them to
«Magic cards» identify the numbers.
1. Listen, point and repeat. Then number
2. Extension (Optional)
3. Rearrange the letters and write the words.

 Refer the pupils to the jumbled letters and the parts of the body.
 The pupils rearrange the letters and write the words.
 Allow the pupils some time to complete the activity.
Activities 1. He have got/has got a kite.
2. Sam has got/have got salad.
3. Complete. Use have got or has got.
3. Rosy has got/have got a dog.
• Say, and then write on the board: I have got a pencil. 4. She have got/has got sweets.
• Say, then write: I’ve got a pencil. 5. Billy and Rosy have got/has got fries.
• Underline the short form and explain how it is formed. 6. We have got/has got a cheese sandwich.
say and write on the board: a big car – big cars. Underline the words in bold and explain that adjectives do not
have a plural form even when they describe plural nouns.
4. Count and write. Then say.
• Point to the monster and ask the pupils to count how many
eyes, noses, ears, hands and legs it has.
It’s got ___eyes.
It’s got ___hands.
It’s got ___ noses.
It’s got ___ legs.
It’s got ___ ears.
Lesson №3
Body parts (1)
Lesson objectives:
 understand the main points of simple sentences on familiar topics by using contextual clues
 read and spell out words for others
 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom
routines
 make basic statements related to personal information, people and objects on familiar topics and classroom
routines
 understand some specific information in short, slow, carefully articulated talk on routine and familiar topics
Greeting
Listen and read the story
Open the envelop and ask students to take the
cards with numbers. Teacher: Liam, Lilly and Daisy are with
Daisy’s Grandma and Grandpa.
(pointing to the big eyes in picture two)
What are these?
Class: Eyes
Teacher: Yes! Two big eyes! etc
Tick (✓) the right sentence
Act out the story

Make a new dialogue with your friend.
Listen, point and repeat.
A: What does your monster look like, ... ?
B: It’s got ... and a big ... !
A: Has it got any ... ? Write the letter o on the board.
B: Yes, it has. It’s got ……. .Look! Point to it and say: \ɒ\.
A: What’s its name? Point to the dog and say:
B: ... . \ɒ\ – dog.
A: …? That’s a funny name!
Extension (Optional)
 Long
 Duck
 Frog
 Funny
 Body
 Nose
 Dog
 Doll
Lesson №4
Body parts (2)
Lesson objectives:
 understand the main points of simple sentences on familiar topics by using contextual clues
 read and spell out words for others
 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom
routines
routines
 understand some specific information in short, slow, carefully articulated talk on routine and familiar topics
Greeting Farm animals are animals that are raised and kept for
agricultural purposes. They include cows, chickens, pigs, geese
and more.
Open the envelop and ask students to take the Kids absolutely love farm animals – they’re a staple part of
cards with numbers. primary school learning, especially in younger kids, and seem to
have transfixed children for generations.

1. Make sentences. Answer the questions
1. Has my dog got big ears?

2. Have they got pink noses?
3. Have rabbits got small ears?
4. Has Roy the clown got a big head?
2. Look, read and answer.
3. Which is Nurlan’s pet? Read, choose and say.
 to draw an animal on a piece of paper without showing it to anyone.

 In pairs, to ask and answer questions to find out their partner’s animal.
Pupil 1: Has it got big ears?

Pupil 2: No, it hasn’t. etc
Lesson №5
Animal song and dance (1)
Lesson objectives:
꙳ use determiners a, an, the, some, any, this, these, that, those to identify
꙳ recognise the spoken form of familiar words and expressions
꙳ recognise with considerable support an increasing range of common personal questions
꙳ write with support short responses at phrase level to questions and other prompts
Greeting
Listen and read. Then complete.
cards with numbers.
Teacher: (pointing to Daisy) Who’s this?
Pupil 1: Daisy.
Teacher: (pointing to the cow) What animal is this?
Pupil 2: It’s a cow, etc.

How do you think what theme we have for today?
Look and say. Then write: PORTFOLIO: You are on a farm. Talk with your
This, That, These or Those. friends. Then write about it.
This is a schoolbag.
That is a schoolbag.
These are pencils.
Those are pencils. I’m here on Grandpa and
Grandma’s farm. It’s great here!
Grandpa has got eight ducks
now! His favourite duck is Fifi!
Grandma has got seven rabbits.
They are very funny. Grandpa
and Grandma have got four
cows, too! The cows have got
babies. They are very cute!
Let’s Sing! Which animals have you got on your farm? Look, choose
and say. Then make your Farm Book.
“I’m a farmer” song

I’m a farmer, my name is Sam
Project: Home needed
I’ve got a lot of animals
On my farm! Divide the class into groups. Assign each group the names
I’ve got a cow of some animals. To draw a home for each of the animals
It’s big and fat
Moo, moo, moo
It goes like that
I’m a farmer, my name is Sam

I’ve got a lot of animals
On my farm!
I’ve got a cow
It’s big and fat
Moo, moo, moo
It goes like that
Lesson №6
Animal song and dance (2)
Lesson objectives:
 use common present continuous forms [positive, negative, question]
 recognise the spoken form of familiar words and expressions
 recognise with considerable support an increasing range of common personal questions
 3write with support short responses at phrase level to questions and other prompts
Greeting
Open the envelop and ask students to take the «Magic cards» identify the numbers.
cards with numbers.
How many legs? Count and write.

Teacher: How many legs have you got?
Pupil 1: Two.
Teacher: (pointing to the legs of two pupils) How many legs have you and Kairat got?
Pupil 2: Four.
Teacher: Yes, four. Two legs plus two legs is four legs, etc.
Where are the following animals in your friend’s picture? Talk with him/her
and find out.
Talk with your friend
Where’s my pen? On the book.
ducks – swimming
frogs – jumping
eagles – flying
cats – climbing a tree
rabbits – hopping
goats – eating
Lesson №7
Unit Revision (Our World)
Lesson objectives:
 use simple imperative forms [positive and negative] for basic commands and instructions
 read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and
familiar instructions for classroom activities
 understand a range of short basic supported classroom instructions
 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range
of short, basic exchanges
Greeting
cards with numbers.
The aim:
To develop student’s speaking skills and create friendly
atmosphere
Efficiency
By telling the wishes they show their appreciations .

Listen and read Project: My favourite zoo

Teacher: It has got four legs, it is black and white and it eats Visit Karagandy Zoo in Kazakhstan and see
bamboo. What is it? kangaroos, wolves, bears and more. Karagandy zoo
Class: It’s a panda! is a very special place to visit!
Teacher: (pointing to the giant panda) What animal is it?
Pupil A: It’s a giant panda.
Teacher: What colour is it?
Pupil B: It’s black and white, etc.
Lesson №8
Unit Revision
Lesson objectives:
 recognize with support short basic questions relating to features such as colour and number
 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines
 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom
routines
 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a
limited range of short, basic exchanges
Greeting
The San Diego Zoo in California, USA, is very big. There are over
3,700 animals there. Visit Almaty Zoo in Kazakhstan and see animals from
all over the world! You can see zebras, elephants and even white lions.
Open the envelop and ask

students to take the cards with
numbers.

Read and number
Elicit the animals in the pictures. The pupils then read the
sentences and number the pictures.
Read and underline

The pupils read the sentences and underline the correct words
in bold.
Look and complete.

The pupils look at the pictures and complete the sentences with
the words in the list.
Lesson №1
Day & Night (1)
Lesson objectives:
 respond to basic supported questions giving personal and factual information
 use common present simple forms and contractions to talk about what you want and like and habits and facts

 understand a range of short basic supported classroom instructions
 recognize with considerable support an increasing range of common personal questions
 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as
colour and number
 use contextual clues to predict content in short, supported talk on routine and familiar topics
Greeting
Ask: How can you see during the day? What helps us see?
Elicit: The sun. Then ask: What helps us see at night?
Elicit: The moon, electricity, etc.

numbers.

Read and complete. Use daytime or night-time
 the things we do in the daytime and the night-time.

 the pupils to imagine what the world would be like if there was no daytime or night-time
 Read and answer. x. 2 p. 19. Use the words from Ex. 2.

Daytime and nighttime song
Everyone listen to what I say?
Then you think, and tell me if it’s in the daytime or nighttime
When does the sun rise?
In the _____.
When does a rooster crow?
In the _____.
When does the owls hoot?
In the _____.
When do the stars shine bright?
In the _____.
Daytime is when the sky is light
Nighttime is when the sky is dark
When does the mailman come?
In the _____.
When does the moon shine bright?
In the _____.
When do you go to bed?
In the _____.
When can you see fireworks?
In the _____.
Daytime is when the sky is light
Nighttime is when the sky is dark
Home task
• Divide the class into groups.
• Half of the groups make collages of things we see during the day and the
remaining groups make collages of things we see during the night.
• The pupils can use pictures from magazines or draw pictures.
Lesson №2
Day & Night (2)
Lesson objectives:
 respond to basic supported questions giving personal and factual information
 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and
facts
 understand a range of short basic supported classroom instructions
 recognise with considerable support an increasing range of common personal questions
 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and
number
Greeting
numbers.

 Listen, point and repeat. Then match.
 Choose and complete. Ex. 6 p. 20

Thinking cap. Ask questions: p. 20
Who works only during the day? one lamp – two lamps
Who works during the day and at night? one potato – two potatoes
Point to the police office and ask: Does he work only during the day?
Elicit answer: No.
Listen and draw the lines.
• The pupils draw a line from the ______to the _____.
• The pupils draw a line from the _____ to _______.
• The pupils draw a line from the _____ to the _____.
• The pupils draw a line from the _____ to the ______.
• The pupils draw a line from the _____ to the ______.
• The pupils draw a line from the ______ to the _____.
Sources of Energy
Cookers use ______.
Clocks use ______ and _____.
Microwave use ______.
Laptop use _____ and _______.
Remote controls use ______
Mobile phones use _______.
Lamps use _______.
Lesson №11
Sources of light (1)
Lesson objectives:
routines
 use common adjectives in descriptions and to talk about simple feelings
 spell some familiar high-frequency words accurately during guided writing activities
 read and follow with considerable support simple, words, phrases and sentences on familiar and general
topics and familiar instructions for classroom activities
Greeting

numbers.

Listen and read. Ex.10 p. 22
Teacher: (pointing to picture 1) Where are Liam and Jake?

Class: At the park.
Teacher: What do they want to play?
Class: Football, etc.
Read the story and choose the clothes.
Read the story again. Put the sentences in order.
Act out the story

Talking point: Listen and read. Make a new dialogue with your friend.
A: I like ...! Assel: I like that jumper!

B: Which one? Dana: Which one?
A: The ... . Assel: The pink and red one.
B: ... great! Let’s buy Dana: It’s great! Let’s buy it.
Listen, point and repeat.

ch \tʃ\– cherry
sh \ ʃ \ – dish
Lesson №5
Sources of light (2)
Lesson objectives:
 make basic statements related to personal information, people and objects on familiar topics and
classroom routines
 use can to talk about ability and to make requests and offers
 use can / can’t to talk about permission
 understand some specific information in short, slow, carefully articulated talk on routine and
familiar topics
 read and follow with considerable support simple, words, phrases and sentences on familiar and
general topics and familiar instructions for classroom activities
Greeting

numbers.

Listen, point and repeat. Then read and match.
Extension activity (Optional)

Complete. Use: must or mustn’t.
Talk with your friend.
Can I come in? -Yes, you can.
Can I go out? -No, you can’t.
Lesson №5
Out at Night (School Rules)
Lesson objectives:
 use short answers appropriately in short, basic exchanges and take turns when speaking with others in
a limited range of short, basic exchanges
 use a limited range of basic words, phrases and short sentences to describe objects, activities and
classroom routines
 understand short narratives spoken slowly and distinctly on routine and familiar topics
Greeting

numbers.

Read and choose. Then listen and check.
Rules that pupils have to follow in the classroom
Where were they yesterday? Read, match and say.
1 They were _____.

2 They were _____.
3 They were _____.
4 They were _____.
5 They were _____.
6 They were _____.
PORTFOLIO: Talk with your friends. Then write your classroom rules.
Let’s Sing!
1. We _____ eat in class.
2. We _____ chew gum. • School
3. We _____ climb on the desks. • Eat
4. We _____ be kind to others. • Line
5. We _____ be quiet in class. • cool
6. We _____ skateboard in class. • seat
• fine
Let’s Play • neat
• rule
• street
• pool
Lesson №6
Out at night
Lesson objectives:
 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a
classroom routines
Greeting

numbers.

Read, choose and complete. Then listen and check.
Be Bright, Be Seen! What must you do when you are out

at night?
A: you must wear bright colourful clothes.
B: That’s right. You must also wear reflective caps, vest,
belts and shoes.
Read and tick (✓).
Teacher: new
Pupil 1: newer
Teacher: long
Pupil 2: longer
Lesson №7
SAT 1
Lesson objectives:
 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a
classroom routines
Greeting

numbers.

used as a reflection.
The Ladder method Teacher asks pupils to stick their stickers to the Success Ladder.
Green- I understood
Yellow-I have some questions
Red-I need a help
Lesson №8
Unit Revision
Lesson objectives:
 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited
range of short, basic exchanges
 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom
routines
Greeting

numbers.

Listen and read.
Teacher: (pointing to the Scottish boy) Where is he from?
Pupil 1: From Scotland.
Teacher: Yes. He’s wearing a kilt
Number
Write the plurals
1 boot-?
2 cap-?
3 scarf-?
4 knife-?
5 fish-?
Read and underline
1 long-?
2 bright-?
3 big-?
4 small-?
5 short-?
used as a reflection.
The Ladder method Teacher asks pupils to stick their stickers to the Success Ladder.
Green- I understood
Yellow-I have some questions
Red-I need a help
Lesson №9
Storytime! (Twinklinka)
Lesson objectives:
Greeting

numbers.

Listen, point and repeat. Then read and match.
Extension activity (Optional)

Listen and read.
Teacher: Look at Twinklinka. Is she beautiful?

Class: Yes.
Teacher: She’s the perfect doll for a princess!
Twinklinka is the prettiest doll in the toy store. Surely she will find a great
home. However every time a sweet child comes into the toy store she finds
some reason to hide.
Who says these sentences?

Read the story and choose.
Project
My favourite toy character from a fairytale


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Lesson №1

-mammals feed their babies milk from their own bodies

1. Do snakes live in Antarctica?

Penguins may Penguin feet are

one of the most

Other names for a group of penguins

1. Listen, point and repeat. Then number

3. Rearrange the letters and write the words.

4. Count and write. Then say.

Tick (✓) the right sentence

Act out the story

method that used to encourage them to

method that used to encourage them to

1. Has my dog got big ears?

2. Look, read and answer.

3. Which is Nurlan’s pet? Read, choose and say.

 to draw an animal on a piece of paper without showing it to anyone.

Pupil 1: Has it got big ears?

꙳ recognise the spoken form of familiar words and expressions

꙳ recognise with considerable support an increasing range of common personal questions

method that used to encourage them to

“I’m a farmer” song

I’m a farmer, my name is Sam

 recognise the spoken form of familiar words and expressions

 recognise with considerable support an increasing range of common personal questions

How many legs? Count and write.

method that used to encourage them to

Listen and read Project: My favourite zoo

Open the envelop and ask

method that used to encourage them to

Read and underline

Look and complete.

 respond to basic supported questions giving personal and factual information

 understand a range of short basic supported classroom instructions

 recognize with considerable support an increasing range of common personal questions

Open the envelop and ask

method that used to encourage them to

 the things we do in the daytime and the night-time.

 Read and answer. x. 2 p. 19. Use the words from Ex. 2.

method that used to encourage them to

 Listen, point and repeat. Then match.

 Choose and complete. Ex. 6 p. 20

Open the envelop and ask

method that used to encourage them to

Teacher: (pointing to picture 1) Where are Liam and Jake?

Read the story and choose the clothes.

Read the story again. Put the sentences in order.

Act out the story

A: I like ...! Assel: I like that jumper!

Listen, point and repeat.

Open the envelop and ask

method that used to encourage them to

Extension activity (Optional)

Open the envelop and ask

method that used to encourage them to

Rules that pupils have to follow in the classroom

Where were they yesterday? Read, match and say.

1 They were _____.

Open the envelop and ask

method that used to encourage them to

Be Bright, Be Seen! What must you do when you are out

Open the envelop and ask

method that used to encourage them to

Open the envelop and ask