Тексерілді
ДОІЖО
Short term plan
Term: 1
Unit 2
My family and friends.
Teacher’s name:
Assel Urstembek
Subject:
English
Date:
19.10.2022
Grade: 2 “Г”
Number present:
Theme of the lesson:
People I know 1(2)
Number absent:
2.1.6.1 understand some specific information in short, slow, carefully
articulated talk on routine and familiar topics (қарапайым және таныс
тақырыптар бойынша қысқа, баяу, мұқият тұжырымдалған әңгімеде
кейбір нақты ақпаратты түсіну)
2.5.6.1 use demonstrative pronouns this, these, that, those to make and respond
Learning objectives(s) that to requests for information (бұл, осы, содан кейін, ақпарат беру туралы
this lesson is contributing to сұраулар жасау және оларға жауап беру үшін демонстрациялық
есімдіктерді қолдану)
2.5.13.1 use can to talk about ability and to make requests and offers, use
can/can’t to talk about permission (мүмкіндіктер туралы сөйлесу және
сұраулар мен ұсыныстар жасау үшін can пайдаланыңыз, рұқсат туралы
сөйлесу үшін can/can ' t пайдалану)
By the end of the lesson the students will be able to:
Lesson objectives
Value links


ask for help; (көмек сұрай алады)
ask somebody to pass you something; (біреуден бірдеңе беруін сұрай
алады)
 use demonstrative pronouns. (демонстрациялық есімдіктерді
қолдана алады)
Respect and helping each other
Lesson procedure:
Stages of the
lesson/ Time
Teacher’s activity
Student’s activity
Assessment
Resources/
materials
Organisation Teacher greets pupils and asks
“How are you today?” to find
moment.
out their mood at the beginning
Warm up
of the lesson.
Warm up.
5 min.
Main
activities
35 min.
Physical
•
Childrens’
greetings.
Students watch a video
and sing a greeting song.
Then pupils choose one
of the smiles they see on
the slide, saying “I am
happy/sad….etc.”
Ask children to look back at
the photo of the two boysPupils
discuss
skating on Pupil's Book page questions.
12. Ask What do Tom and Sam
do? (They help each other.)
• Ask children to give you some
examples of when they might
need help from a friend. How
would they ask for help politely
in their own language? Tell them
that they are going to learn to ask
a friend for help in English.
the
Criteria:
Learners have
met the lesson
objectives and
make a full
sentences to
ask for help
and use
demonstrative
pronouns.
Pupils try to identify Descriptor:
what is happening in the
• Tell children to look at the photos. Then they listen
Role-play
photos in Exercise 1. Ask what and read the phrases.
they think is happening in the Further pupils role-play children work
in
pairs.
two photos.
the situations.
Practise both
• Play the recording and ask
the dialogues,
children to read the speech
using
bubbles as they listen. Make
classroom
sure they understand that the
objects
as
girl in picture 1 is asking the
props.
boy to help her, and that he is
agreeing, and that the boy in
red in picture 2 is passing the
piece of paper to the boy in Pupils fill in the gaps in
green.
the dialogue.
• Ask for volunteers to come to Answers:
the front to model the two Here you are. Thank
dialogues. For the first you.
dialogue, ask Child 1 to think Can you help me,
of a task that he / she might please? Yes, OK.
need help with (e.g. cleaning
the board, picking up some
objects from the floor): Set up
the situation, and have Child 1
ask Child 2 for help, using the
target language Can you help
me, please? Encourage Child
2 to answer Yes, OK and to
help Child 1 with the task.
• For the second dialogue, have
Child 3 hand Child 4 a classroom
object, saying Here you are.
Child 4 takes the object, smiling
and saying Thank you.
Pupils watch and do
A break for physical activity.
Ex.1 p.13.
Student’s Book
“Family and
friends 2.
Kazakhstan
edition”.
(Oxford
University
Press)
CD 17
Text book
Video
training
exercise
Teacher plays the video with physical exercises.
physical exercises.
Main
activities
Ex.3 p.13.
•
Focus on the footballs.
Read out the demonstrative
pronouns, pointing to each
picture as you do so.
•
Write this, that, these,
those on the board and remind
children
when
each
demonstrative pronoun is
used, i.e. this is used for a
single item which is close to
you, that is used for a single
item which is far from you,
these is used for multiple items
which are close to you, and
those is used for multiple
items which are far from you.
•
Help the children to
understand that the arrows in
the pictures show that the balls
are at a distance.
•
Ask the class to repeat
the pronouns after you. Say the
pronouns again, exaggerating
your mouth shape to help
children make the correct
vowel sound.
•
Pupils have practice in
Descriptor:
using
demonstrative
Use
pronouns.
demonstrative
pronounse;
children to
understand
that
the
arrows in the
pictures
show that the
balls are at a
distance.
Descriptor:
Place a bag on your
desk, stand at a distance
from it and ask That or
Those? (That). Place
several school bags on
the desk and, standing at
a distance, repeat the
question (Those
Read out the dialogue on
the page. Ask children to say
which item the girl is asking
about (the shoes).
• On the left of the board, draw
large pictures of a ball and two
socks. On the right, draw small
pictures of a toy boat and two
hats. Draw an arrow next to the
boat and hats to help children
understand that they are at a dista Pupils make a poster
with
demonstative
pronouns.
The end of
the lesson
5 min.
Use classroom
objects to
check
understanding.
Hold up a
pencil and ask
This or These?
(This). Hold up
several pencils
and repeat the
question
(These).)
Teacher asks pupils “How are SS
write
their Pupils evaluate
you?” to find out their mood at homework for the next themselves
using
the end of the lesson, compares lesson.
evaluation
it to the initial mood pupils had
lists.
and makes conclusion how the
lesson influenced students and
why.
Giving the homework.
Student’s Book
“Family and
friends 2.
Worksheets
Stickers
Тексерілді
ДОІЖО
Short term plan
Unit:
Light and Dark
Teacher's name:
Assel Urstembek
Subject:
English
Date:
14.10.2022
Grade: 3 «B»
Number of presents:
The Theme:
Sources of light
Learning
objective(s) that
this lesson is
contributing to
3.1.1.1 understand a range of short basic supported classroom instructions
Number of absents:
(сыныпта қолдау көрсетілетін бірқатар негізгі нұсқауларды түсіну)
3.2.4.1 respond to basic supported questions giving personal and factual
information (жеке және нақты ақпарат бере отырып, негізгі көмекші
сұрақтарға жауап беру)
3.5.9.1 use common present simple forms [positive, negative, question] and
contractions to talk about what you want and like and habits and facts (present
simple-дің әдеттегі формаларын қолдану [оң, теріс, сұрақ] және
қысқартулар, қалаған және ұнататын нәрселер туралы, сондай-ақ әдеттер
мен фактілер туралы айту үшін қолдану)
Lesson objectives
Learners will be able to:



Value links
-identify daytime and night-time (күндізгі және түнгі уақытты анықтай
алады)
-explain the main idea with SOME support (негізгі идеяны кейбір
қолдаумен түсіндіре алады)
-answer the questions (сұрақтарға жауап бере алады)
-do listening tasks with support (тыңдау тапсырмаларын
қолдаумен орындай алады)
Respect the environment
Plan
Part of the
lesson/Time
Teacher’s activity
Beginning of
the lesson
Organization moment:
5 min.
1.Greeting.
Ask about the weather.
Open the envelop and
Student’s activity
“I wish….” method
helps to start the lesson
with telling supporting
words to each other.
Assessment
Resources
CD
Assessment
criteria Learners
Flashcards
have met the
learning objectives
if they can: Talk
ask students to take the
cards with numbers.
They should find their
team according to the
number:1 First 2.
Second 3.Third
Efficiency: By telling the
wishes they show their
appreciations .
about clothes and
accessories.
Images
The aim: To develop Ss
speaking skills and
create friendly
atmosphere
MAIN
PART
35 min.
● Listen, point and
repeat. Then
match.
Pupils’ books closed.
Put up the Clothes
poster on the
Extension activity
(Optional)
board. Point to the
items/phrases, one at a
time, and say
the pupils to name them.
the corresponding
words. The pupils
repeat, chorally
and/or individually.
Point to the
items/phrases in
random order. Ask
individual pupils to
name them.
Point to items of
clothing the pupils are
wearing and ask
Pupils’ books open. Ex.
5 p. 20
Play the CD. If you
wish, play the CD again
pausing after each
word/phrase. The pupils
repeat, chorally and/or
individually. Check their
answers.
Descriptor: The
pupils listen,
point to the
words and repeat
The pupils look
at the pictures
and match them
to the words.
Answer key:
Pupil’s
book
Worksheets
CD
1c2d3h4g5f
6e7a8b
Ask the rest of the class
for verification.
Thinking cap. Ask
questions: p. 20 Who
works only during the
day? Who works
during the day and at
night? Point to the
police office and ask:
Does he work only
during the day? Elicit
answer: No.
Answer keys: The
police office works
during the day and at
night. The gardener
works during the day.
The
nurse works during the
day and at night. The
teacher
works during the day.
Descriptor:
Learners answer
the questions
correctly
Pupils
Book
Listen and choose.
Pupils’ books closed.
Say and write: one
lamp – two
lamps. Underline the s. The pupils repeat,
chorally
and/or individually.
Elicit the formation of
the plural
number (by adding -s
to the noun). Explain to
the pupils
that there are some
exceptions to the rule.
Write the word potato
on the board. Point to
it, say and
write: one potato – two
potatoes. Underline -es.
The
pupils repeat, chorally
and/or individually.
Follow the
same procedure and
present the rest of the
spelling rules
as well as the irregular
plural nouns.
Pupils’ books open. Ex.
7 p.21 Go through the
Study
spot section briefly.
Explain the activity and
allow the
pupils some time to
complete it. Check their
answers.
Descriptor:
Pupils listen to
teacher attentively
and complete the
activity correctly
using right
endings
Answer key: 2.
knives 3 touches 4
boxes 5 children 6
teeth
Pupils Book
Pictures
Listen and draw
the lines. Ex. 8
p.21 Play the CD,
twice if necessary.
The pupils listen
and complete the
activity. Check
their answers.
Sources of Energy.
Ex.9 p.21 Look at the
things in ex.8 again.
Which use electricity?
Which use electricity
and batteries? Tell the
class.
The pupils draw a line
from the remote
control to the
bedroom. The pupils
draw a line from the
laptop to the
bathroom. The pupils
draw a line from the
lamp to the bedroom.
The pupils draw a line
from the clock to the
bedroom. The pupils
draw a line from the
microwave to the
kitchen. The pupils
draw a line from the
mobile phone to the
bathroom.
ENDING
THE
LESSON
5 min.
Say one of the
words from the
lesson. Ask a pupil
to draw it on the
board. Ask the rest
of the class for
verification.
Descriptor:
Explain what
electricity and
battery mean.
Read the
example and
explain the
activity. Answer
keys:
CD
Pupils
Book
Cookers use
electricity. Clocks
use electricity and
battery.
Microwave use
electricity. Laptop
use electricity and
batteries. Remote
controls use
batteries. Mobile
phones use
batteries. Lamps
use electricity.
ACTIVITY BOOK
(Optional)
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.
T praise active Ss
with phrases such
as: “Good job!
Well done!” “One
more time,
please”
Papersheets