LESSON 1
Unit 1: Kazakhstan in the World
of Sport
Date:
School:
Teacher name:
Grade: 4
Theme of the lesson:
Number present:
Children’s games 1
Learning objectives
4.L2 understand an increasing range of questions which ask for
personal information
4.S4 respond to questions 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
4.UE12 use adverbs of time and frequency: sometimes, often,
always, never to indicate when and how often begin to use simple
adverbs of manner e.g. well, badly, use common ly manner adverbs to
describe actions e.g. slowly, quietly
All learners will be able to: understand an increasing range of
supported questions which ask for personal information; respond to
questions on an increasing range of general and some curricular topics
using me, too and I don’t. Write with support a sequence of short
sentences in a paragraph to give basic personal information;
Learners can talk about sport and games; express preferences; describe
your daily routine; make suggestions
Lesson objectives
Criteria
Number absent:
Plan
Planned
timings
Begining
5 min
Middle
30 min
Planned activities
GREETING
Warm-up
(Activities to present and activate the
new language.)
Ex 1 p 5. T: Look at the pictures.
Which is a team sport? Which is an
individual sport? Is there a sport
you can play really well?
- What type of sport is tennis? Elicit:
It is an individual sport.
- What type of sport is football?
Elicit: It is a team sport.
Tell the class if there is a sport they
can play really well.
P1: I can play bandy really well.
POSTER
Ex.2 p. 5 Pupils’ book closed. Put
the Children’s games poster up on the
board.
Point to the children’s games, one at a
Learners’
activities
Greeting
Evaluation
Resources
Verbal
evaluation
Interactive
Whiteboard
Software
Mutual
avaluation
Track 2 CD
1
Learners
answer the
questions
Learners
Vocabulary
time, and say the corresponding
words. The pupils repeat chorally and/
or individually. Point to the games in
random order and ask individual
pupils to name them. Ask the rest of
the class for verification.
Ex 3 p 5 Refer the pupils to the
picture and the dialogue. Ask the
pupils to act out, in pairs, similar
dialogues about themselves. Go
around the classroom monitoring the
activity and providing any necessary
help. Ask some pairs to come to the
front of the classroom and act out the
dialogue.
Ex 4 p 5 Refer the pupils to the Funny
Sports Facts box and read aloud the
first fact. Initiate a discussion, in L1 if
necessary, about it. If you wish, you
can show the pupils a picture of Alan
Shephard playing golf on the moon.
(Background information: Alan
Shephard was the Commander of
Apollo 14, a space mission that
landed on the moon in 1971.) Then
read aloud the second fact.
Ask the pupils to use the internet or
other sources and find some more
funny sports facts. They can include a
drawing or a picture. Have the pupils,
one at a time, come to the front of the
classroom and present their funny
fact.
Note: Once you have collected their
assignments, guide your pupils on
how to file them in their Language
Portfolios.
End
5 min
REFLECTION
Learners reflect on their learning:
Whathasbeenlearned?
Whatremainedunclear?
What is necessary to work on
Hometask: learn the new vocabulary
Saying goodbye
LESSON 2
School:
Unit 1: Kazakhstan in the World
of Sport
listen, point
and repeat
the words.
Individual
avaluation
Learners
read out the
dialogue and
then act out
a similar
dialogue
with one of
the pupils.
Learners
discuss
Selfassessment
and
grammar
practice
p.39-42
Date:
Teacher name:
Grade: 4
Theme of the lesson:
Number present:
Children’s games 1
Learning objectives
4.1.2.1 understand an increasing range of supported questions which
ask for personal information;
4.2.4.1 respond to questions on an increasing range of general and
some curricular topics;
4.4.4.1 write with support a sequence of short sentences in a paragraph
to give basic personal information;
All learners will be able to: respond to questions on an increasing
range of general and some curricular topics; write with support short
sentences which describe people, places and objects;
Most learners will be able to: use imperative forms [positive and
negative] to give short instructions on a growing range of familiar
topics; use interrogative pronouns who, what and where, how many,
how much, how often, how big, what kind of to ask questions on
growing range of familiar topics
Learners can talk about children’s games
Lesson objectives
Criteria
Previous learning
Number absent:
adverbs of time and frequency, adverbs of manner
Plan
Planned
timings
Begining
5 min
Middle
30 min
Planned activities
GREETING
Ask to pupils to come to the front of
the classroom and act out the dialogue
from the previous lesson (Ex. 3).
Repeat the activity with other pupils.
Presentations and practice
(Activities to present and activate the
new language.)
POSTER
5. Listen, point and repeat. Then
match.
Put the Children’s games poster up on
the board. Point to the activities, one
at a time, and say the corresponding
phrases. The pupils repeat chorally
and/or individually. Point to each
activity in random order. Ask
individual pupils to name them.
Pupils’ books open. Play the CD. The
pupils listen and repeat. If you wish,
play the CD again pausing after each
word. The pupils repeat chorally
and/or individually. Then they
complete the activity. Check their
Learners’
activities
Greeting
Evaluation
Learners do
the task
Verbal
evaluation
Learners
listen, point
and repeat.
Then match.
Resources
End
5 min
answers.
6 Read and choose.
Explain the activity and read the
example aloud. Explain that the
sentences are clues to find the correct
answer. Go through the activity and
elicit/explain any unknown words.
Allow the pupils some time to
complete the activity. Check their
answers.
7 Let’s play
Read the example and explain the
game. Divide the class into two
teams, A and B. Invite a pupil from
each team to the board. One pupil
asks what a person from Ex.5 does in
his/her free time. The other person has
to say what activity the person does.
Each correct answer wins a point. The
team with the most points wins the
game.
8 Thinking cap: Complete the
questions. Then answer them.
Read the instructions and explain the
activity. Read aloud the example and
ask the pupils to answer the question
(e.d. I live in Astana.) Go through the
sentences and elicit any unknown
words.
9 What do they do every day?
Match and say.
Read the instructions and the example
and explain the activity. Remind the
pupils to look at the Study spot box
for the adverbs of frequency key.
REFLECTION
Ask the pupils to say what they
always/sometimes/never do in free
time (e.g I sometimes play board
games, etc).
Hometask: draw your favourite
outdoors game
Saying goodbye
LESSON 3
Unit 1: Kazakhstan in the World
of Sport
Date:
Learners read
and choose
Individual
avaluation
Learners play
a game
Learners
answer the
questions
Mutual
avaluation
Learners do
the task
School:
Teacher name:
Selfassessment
Grade: 4
Theme of the lesson:
Number present:
Children’s games 2
Learning objectives
4.R2 ask questions to find out about present and possibly past
experiences 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
4.UE8 use imperative forms [positive and negative] to give short
instructions on a growing range of familiar topics
All learners will be able to: understand an increasing range of short
supported questions on general and some curricular topics; plan, write
and check sentences with support on a range of basic personal, general
and some curricular topics;
Most learners will be able to: respond to questions on an increasing
range of general and some curricular topics; plan, write and check
sentences with support on a range of basic personal, general and some
curricular topics;
Some learners will be able to: plan, write and check sentences
without support on a range of basic personal, general and some
curricular topics;
To develop listening and reading comprehension skills through a
story; to practice talking about free-time activities and hobbies; to
learn how to pronounce the [dz] sound
Children’s games 1
Lesson objectives
Criteria
Previous learning
Number absent:
Plan
Planned
timings
Begining
5 min
Middle
30 min
Planned activities
GREETING
(An activity to revise the language
of the previous lesson.)
The pupils work in pairs. One
pupil thinks of a free-time activity
and says how often he/she does it
without naming it. Other pupil
tries to guess the activity.
e.g. Pupil 1: I never do this.
Pupil 2: Play chess. Etc
PRESENTATION AND
PRICTICE
10 Listen and read.
Go through the pictures of the
story and set the scene by asking
the pupils questions about what
they can see in the pictures.
e.g. Teacher: (pointing to picture
1) What are Daisy and Lily doing?
Learners’
activities
Greeting
Evaluation
Resources
Verbal
evaluation
Interactive
Whiteboard
Software
Learners try to
guess
(Track 4
CD1)
Learners listen
and read
Mutual
avaluation
Class: They are reading
magazines. Teacher: (pointing to
Liam in picture 1) What is Liam
doing? Class: Sending a text
message. Etc
11. Read the story and complete. Learners read
Allow the pupils some time to
the story and
read the story again silently and
complete
complete the activity. Check their
answers.
12 Thinking : Choose.
Explain the activity and allow the
pupils some time to complete it.
Check their answers.
End
5 min
Individual
avaluation
Learners do the
task
13 Act out the story.
For stronger classes: Assign roles Learners act
to the pupils. Allow them enough out the story
time to rehearse their roles in
groups. Encourage them to come
to the front of the classroom and
act the story.
For weaker classes: Select a short
exchange from the story for the
pupils to act out in pairs.
REFLECTION
Learners reflect on their learning:
What has been learned?
What remained unclear?
The smiley faces are on the board.
(happy, sad, angry, etc) Teacher
suggests to choose any smiley
face.
Hometask: complete the table
(activity book)
Saying goodbye
Short term lesson plan
Selfassessment
LESSON 4
Unit 1: Animals
School: School named after B.Sadykov
Date: 13.09.2022
Teacher name: Urstembek Assel
Grade: 3 Б
Theme of the lesson:
Learning objectives
(Оқу мақсаттары)
Number present:
Animal Song and Dance
Number absent:
3.1.2.1 understand a limited range of short supported questions which ask for
personal information
3.1.9.1 recognise short basic words that are spelt out
3.5.4.1 use determiners a, an, the, some, any, this, these, that, those to refer to things on a
limited range general and some curricular topics
Lesson objectives
(Сабақ мақсаттары)
Learners will be able to:
 practice learned vocabulary with support.
 use most of the words in the speech;
ask questions and answer questions with basic words, phrases and short
sentences using visuals, complete most of tasks about the animals
correctly
Plan
Planned
timings
Planned activities
Begining
Ұйымдаст
ыру кезеңі
5 min
ORGANISATION MOMENT:
Middle
Негізгі
бөлім
30 min
Teacher greets students
Learners’
activities
Resources
Students
respond to
greeting and
take their places
MAIN PART
Learners are
Teacher explains and writes on the board the
suggested to
assessment criteria before completing the
write names of
task: complete the tasks (about 70-80 %)
animals under
correctly.
the pictures.
Name at least 5 animals from the lesson
including the new ones.
p.10 ex.18
Find the animals and match
Evaluation
Formative
assessment is
held through
observation/m
onitoring.
Worksheet
Read the
description and
match to the
picture
Mutual
avaluation
p.11 ex.19 Make sentences
Formative
Textbook
Smiles 3
pupils book
assessment
Extra-time: Animal domino game. Read the
description and match to the picture(T can
prepare pictures and words for matching in the
domino)
End
Қорытынд
ы
5 min
ENDING THE LESSON:
Well what did we do in our lesson?
- Evaluation of the lesson
Give the home task
Sing a Good bye song
Children sing a
Good bye song
Feedback
https://www
.youtube.
com/watch?
v=
Xcws7UWW
DEs
Cheked up _______________
LESSON 5
Unit 1: Kazakhstan in the World
of Sport
School:
Date:
Teacher name:
Grade: 4
Number present:
Theme of the lesson: Olympic Games
Number absent:
Criteria
4.L4 understand an increasing range of short supported questions on
general and some curricular topics
4.S4 respond to questions 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
All learners will be able to: write with support a sequence of short
sentences in a paragraph;
Most learners will be able to: write with support a sequence of short
sentences in a paragraph to give basic personal information;
Some learners will be able to: write withщге support a sequence of
short sentences in a paragraph to give basic personal information;
Learners can talk about Olympic Games
Previous learning
Children’s games 2
Learning objectives
Lesson objectives
Plan
Planned Planned activities
timings
Begining GREETING
5 min
(An activity to revise the language of the
previous lesson)
Ask two pupils to come to the front of
the classroom and act out the dialogue
from the previous lesson (ex 14). Repeat
with as many pairs as you feel
necessary.
Middle PRESENTATION AND PRACTICE
30 min 17 Listen, point and repeat. Then
match.
Pupil’s book closed. Put the Olympic
Games poster up on the board. Point to
the pictures, one at a time, and say the
corresponding words/phrases. The
pupils repeat, chorally and/or
individually. Point to each sport in
random order. Ask individual pupils to
name it.
Learners’
activities
Evaluation Resources
Interactive
Whiteboard
Software
Track 8 CD
1
Learners
listen, point
and repeat.
Then match.
Individual
avaluation
Pupil’s book open. Play the CD. Allow
the pupils some time to complete the
activity. Then the pupils match the
words to the pictures.Check their
answers.
18. What sport do they play well?
Listen and write.
Explain the activity. Ask pupils to tell
you what sport each person play well.
Ask the rest of the class for verification.
STUDY SPOT
Pupil’s book closed. Say and write on
the board: He runs quickly. Underline
the word in bold. Explain to the pupils
that adverbs of manner tell us how
someone does something. (How does he
run? Quickly).
Write on the board quick-ly. Explain to
the pupils that we usually form adverbs
by adding –ly at the end of an adjective.
Write on the board the words beautiful,
bad and slow and ask the pupils to form
the adverbs (beautiful - beautifully, bad
– badly, slow - slowly). Then write on
the word easy – easily and explain the
spelling rule.
Pupil’s book open. Go through the
Study spot section briefly and draw the
pupil’s attention to the two irregular
adverbs (good – well, fast - fast).
End
5 min
Reflection
Say two things which you have
understood?
Say two things which you have not
understood?
Learners name at least 2daily activities
their classmates do
Ask a pupil to mime playing one of the
sports from ex. 17. The first pupil to
guess which sport it is comes to the front
and mimes another sport. Repeat as
many times as you feel necessary.
Hometask: learn the new vocabulary
Saying goodbye
Learners
listen and
repeat.
Verbal
evaluation
Learners
listen and
complete the
activity.
Learners
follow the
instructions
Mutual
avaluation
Selfassessment
Track 9 CD
1
LESSON 6
Unit 1: Kazakhstan in the World
of Sport
Date:
School:
Grade: 4
Theme of the
lesson:
Number present:
Learning
objectives
Lesson
objectives
Criteria
Previous
learning
Plan
Planned
timings
Begining
5 min
Middle
30 min
Teacher name:
Number absent:
Olympic Games
4.L4 understand an increasing range of short supported questions on
general and some curricular topics
4.S4 respond to questions 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.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
All learners will be able to: write with support a sequence of short
sentences in a paragraph;
Most learners will be able to: write with support a sequence of short
sentences in a paragraph to give basic personal information;
Some learners will be able to: write withщге support a sequence of short
sentences in a paragraph to give basic personal information;
Learners can talk about Olympic Games
Children’s games 2
Planned activities
ORGANISATION MOMENT
Warming up activity
Children revise greetings.
Children sing a song “Greeting song”.
Then they work in pairs.
14 Talking point. Listen and read.
Make a new dialogue with your
friend.
Refer the pupils to the picture and the
dialogue. Play the CD. The pupils
listen and follow along. Pause the CD
for the pupils to repeat, chorally
and/or individually. The pupils, in
pairs, act out similar dialogues about
themselves. Go around the classroom
providing any necessary help. Ask
some pairs to come to the front of the
classroom and act out dialogue. If you
Learners’
activities
Evaluation
Learners
make a new
dialogue with
your friend.
Individual
avaluation
Resources
End
5 min
wish, write the following an the board
so the pupils can refer to it white they
are completing the activity.
A: Hey …. . Are you staying in? You
usually go out on…
B: I`m not sure. I`m just … . What are
you doing?
A: I`m practicing my new hobby.
B: New hobby?
A: Yes. I`m… .
B: .. ? Hold on. I`m coming over. I
want to try it, too!
15 Listen, point and repeat.
Refer the pupils to the pictures. Point
to the jellyfish and say: /dz/ jellyfish. The repeat, chorally and/or
individually. Check their
pronunciation. Repeat the procedure
for jewellery, giant and gem. Play the
CD. Then point to the pictures at
random and elicit the sounds and the
words.
16 Complete, listen and repeat.
Refer the pupils to the picture. Elicit
giant, jellyfish, juggling, jewellery
and gems. Draw the pupils` attention
again to the /dz/ sound. Allow the
pupils some time to complete the
missing letters.
Practice.
Ls will read and find the adverbs and
write them in the boxes
Ls will match the adjectives with their
adverbs.
Ls will read the sentences and draw
pictures.
Ls will choose the answer, read the
sentence, circle the answer which is
true for them.
Ask each learner to make sentence
using adverbs of manner.
FEEDBACK
Well, what did we do in our lesson?
Evaluation of the lesson
Hometask: Ex: 5 at page 16 (Activity
Book)
Saying goodbye
Learners
listen, point
and repeat.
Learners
complete the
missing
letters.
Verbal
evaluation
Mutual
avaluation
Selfassessment
LESSON 7
Unit 1: Kazakhstan in the World
of Sport
Date:
School:
Teacher name:
Grade: 4
Theme of the lesson:
Number present:
Aesor’s Fubles
Learning objectives
4.L8 understand short, supported narratives on an increasing range of
general and some curricular topics
4.S5 pronounce an increasing range of words, short phrases and
simple sentences intelligibly
4.R3 recognise basic opinions in short, simple texts on an increasing
range of general and some curricular topics
All learners will be able to:
Write and spell new sport vocabulary with some support
Recognize 5-6 new Olympic vocabulary words
Make up 2 questions with some support and respond to the interview
in a word
Learners can talk about Olympic Games
Lesson objectives
Criteria
Previous learning
Plan
Planned
timings
Begining
5 min
Middle
30 min
Number absent:
Olympic Games
Planned activities
GREETING
Brainstorming Sports
Students elicit sport types they know
and the teacher records them on the
board. The teacher asks if they know
which sports are included in the list of
Olympic Sports then circles any that
are in this category on the board
(football, tennis, swimming, cycling,
running and basketball).
Olympic Sports grid
Tell sts to take out the Olympic Sports
grid. Read the sport names and ask
the students to repeat after you so as
to correctly articulate them. Circulate
the room to listen to the correct wordstress.
Ask the students which sports sound
like Kazakh and Russian words.
Find out if any learners do these
sports.
Model how to ask and answer names
of sports on worksheet grid e.g.
Diving. A, 3. (Explain how to read the
Learners’
activities
Greeting
Evaluation
Resources
Board,
markers
Learners do
the task
Verbal
evaluation
Learners take
turns to ask
and answer
questions
about sports
shown in grid.
http://www
.esltower.c
om/VOCA
BSHEETS/
olympics/O
lympic%20
Sport%20V
ocabulary.p
df
Worksheet
grid. Say the letter first, then the
number.)
A: What’s in A, 2? B: It is running.
Tell students that they will watch a
video and they should answer the
questions written on the board. Play
the video about Daniyar Yeleusinov.
After the video, students should be
able to answer the questions.
SAMPLE: 1. What is the sport? 2.
Who is the winner? 3. Where is he
from? 4. What color is his medal?
Language practice
Write on board or put on a worksheet:
1. Which sports end with –ball?
2. Which sports end with –ing?
3. Which sports have two people?
4. Which sports have got a team?
5. Which sports are dangerous?
6. Which sport do you like?
7. Which sport do you …?
8. What kind of sports have got…?
9. Which sports have got two words?
with
vocabulary
Learners
answer the
questions
Mutual
avaluation
Students
Individual
practice
avaluation
interrogative
pronouns
including:
which, what,
where, whose,
how many,
what kind of
Differentiation
Afterwards, they may give a short oral Students fill
report.
in the table.
Names
Questions
Which sport do
you like most?
Which sport do
you like least?
Which sport do
you play well?
Which sport do
you play badly?
End
5 min
Reflection
Have students write and complete the
‘what I learned’ sentence with a new
word that they learned. The point of
the exercise is to reflect on learning,
so every kid can pick a different
word, or words for higher achievers.
Hometask: draw your favoutite
Olympic champion.
Saying goodbye
Selfassessment
Тексерілді______________ДОІЖО
Short term plan
Unit 1:
Kazakhstan in the World of Sport
Teacher name:
Assel Urstembek
Subject:
English
Date:
26.09.2022
Grade: 4 «B»
Theme of the lesson:
Learning objectives
Lesson objectives
Value links
Planned
timings
Begining
5 min
Number present:
Number absent:
Aesor’s Fubles. Summative assessment for unit 1.
4.1.4.1 Understand an increasing range of short supported questions on
general and some curricular topics (жалпы және кейбір оқу тақырыптары
бойынша қолдау көрсетілетін қысқа мәселелердің өсіп келе жатқан спектрін
түсіну)
4.2.4.1 Respond to questions on an increasing range of general and some
curricular topics (жалпы және кейбір оқу тақырыптарының барлық үлкен
шеңбері бойынша сұрақтарға жауап беру
All learners will be able to: understand the main ideas of the fable. Барлық
оқушылар: аңыздың негізгі идеяларын түсіне алады
Most learners will be able to: understand the main ideas of the fable and name all
the heroes of the fables. Көптеген студенттер: ертегінің негізгі идеяларын
түсініп, барлық ертегі кейіпкерлерін атай алады
Some learners will be able to: understand the main ideas of the fable, name all the
heroes of the fables, try to act out the play
Кейбір оқушылар: ертегінің негізгі идеяларын түсіне, барлық ертегі
кейіпкерлерін атай алады, пьеса ойнауға тырысады.
Life-long learning
Planned activities
GREETING
Explain that fables are stories that
teach us values. Ask the pupils if they
know any fables from Kazakhstan.
Explain to the pupils that today they
will read the fables from Kazakhstan.
Read aloud the title of the first story
and refer pupils to the picture. Have a
brief discussion, in L1 if necessary,
about what the pupils think the story is
about.
Plan
Learners’
activities
Learners present
their portfolio
fables from
Kazakhstan.
Evaluation
Resources
Identify short
questions with
support on
general and some
curricular topics
Answer the
questions on
general and
some curricular
topics
Images,
textbook
Video
Middle
35 min
Dear children, we will see Aesop’s
fable "Father and his sons." I ask you
to watch this fable attentively, because
after the fairy tale I will ask you a few
questions, how did you understand the
main idea of the fable. (Teacher can
give the children the words from the
fable in advance)
Learners identify
main idea of the
fable
Descriptor:
Learners will
understand what
the text is about
and find main
point of it.
Textbook
Learners answer
the questions.
Circle “True” or
“False”.
Descriptor:
Learners answer
the questions
correctly by
circling the
options.
Worksheets
and textbook
Up in the mountains, but not far away,
three little brothers play every day.
But every time, during a game they
argue and fight- it`s always the same.
LISTENING
Task 1. Answer the questions. Circle
“True” or “False”. Do the task while
you listen. You will listen twice.
Example: Jack have a small breakfast.
True/ False
1. Jack gets up early.
True/ False
2. Jack is a student.
True/ False
3. Jack has lunch at home.
True/ False
4. Jack meets with friends at a café
after classes.
True/ False
5. Jack does not watch TV before bed.
True/ False
SPEAKING
Task 2. Look at the pictures, choose
ONE and answer the questions.
1. What game are the children
playing?
2. What game is it? Is it indoors or
outdoors?
3. What do you need to play the
game?
4. Do you play football/ chess/
boiling/ hide and seek?
End
5 min
Reflection
The smiley faces are on the board.
(happy, sad, angry, etc) Teacher
suggests to choose any smiley face.
Hometask: Draw a picture and present
your projects to the class to the next
lesson.
Saying goodbye
Learners look at
the pictures,
choose ONE and
answer the
questions.
Learners choose
any smiley faces
on the board to
express their
feelings about the
lesson.
Descriptor:
Learners describe
picture using the
topic vocabulary.
Answer the
questions
correctly.
Self-assessment
Pictures
Smiley faces
Тексерілді______________ДОІЖО
Short term plan
Unit 1:
Kazakhstan in the World of Sport
Teacher name:
Assel Urstembek
Subject:
English
Date:
27.09.2022
Grade: 4 «B»
Theme of the lesson:
Learning objectives
Lesson objectives
Value links
Number present:
Unit revision
Number absent:
4.1.3.1 understand the main points of short, supported talk on an increasing range
of general and some curricular topics (жалпы және кейбір оқу тақырыптарының
барлық үлкен шеңбері бойынша қысқаша, нығайтылған сөз сөйлеудің негізгі
сәттерін түсіну)
4.2.8.1 express basic likes and dislikes, recount short, basic stories and events on a
limited range of general and some curricular topics (негізгі ұнатулар мен
антипатияларды білдіру, жалпы және кейбір оқу тақырыптарының шектеулі
шеңбері бойынша қысқа, базалық әңгімелер мен оқиғаларды айту)
4.5.2.1 use adverbs of time and frequency: sometimes, often, always, never to
indicate when and how often begin to use simple adverbs of manner e.g. well,
badly, use common ly manner adverbs to describe actions e.g. slowly, quietly
(уақыт пен жиіліктің үстемелерін қолданыңыз: кейде, жиі, әрқашан, ешқашан
қарапайым әдеп үстемелерін қашан және қаншалықты жиі қолдана бастауды
көрсету үшін, мысалы, well, badly, әрекеттерді сипаттау үшін әдеттегі әдеп
үстемелерін қолдану, мысалы, slowly, quietly)
All learners will be able to:
talk about famous Olympic athletes from Kazakhstan, Russia, UK (2-3 sentences
with prompts) Барлық оқушылар:
Қазақстан, Ресей, Ұлыбританиядан келген танымал олимпиадалық
спортшылар туралы айта алады (2-3 сөйлем сөздікпен)
Most learners will be able to:
talk about famous Olympic athletes from Kazakhstan, Russia, UK (2-3 sentences
without prompts) Оқушылардың көпшілігі:
Қазақстан, Ресей, Ұлыбританиядан келген танымал олимпиадалық
спортшылар туралы айта алады (2-3 сөйлем сөздіксіз)
Some learners will be able to:
talk about famous Olympic athletes from Kazakhstan, Russia, UK (3-4 sentences
without prompts) Кейбір оқушылар:
Қазақстан, Ресей, Ұлыбританиядан келген танымал олимпиадалық
спортшылар туралы айта алады (3-4 сөйлем сөздіксіз)
Respect
Plan
Planned
timings
Begining
5 min
Middle
30 min
Planned activities
Learners’
activities
GREETING
Ask the pupils to present their drawings
from the previous lesson.
Greeting
PRACTICE
29. Read and complete. Then listen and
check.
Ask the pupils to look at the pictures. Have
a picture discussion.
e.g. Teacher: (Pointing to the cyclist) Look
at this woman. Where is she from?
Pupil: She’s from the UK.
Teacher: What is she doing?
Pupil: She’s cycling. etc.
Read the instructions and the example and
explain the activity. Go through the texts
and elicit any unknown words. The pupils
read the texts silently and complete the
activity. Play the CD. The pupils listen and
check their answers.
30 Read and answer.
Explain the activity and allow the pupils
some time to complete it. Ask the pupils to
tell you the answers and ask them where
they found them in the texts.
CHECKPOINT
1 look and write.
The pupils look at the pictures and
complete the missing words.
2 Read and choose.
Then complete the table. The pupils read
the sentences and choose the correct word.
3 Read and complete.
The pupils read the sentences and complete
them
with the verbs in the correct form.
Evaluation
Learners can
talk about
famous
Olympic
athletes from
the UK,
Russia and
Kazakhstan
Learners read and Descriptor:
Pupils discuss
complete. Then
listen and check. the pictures,
read the text
with
comprehensio
n and
complete the
activity
correctly.
Learners answer
the questions
Learners follow
the instructions
4 Read and underline.
The pupils read the sentences and
underline the Correct word/phrase.
Let’s play Divide the class into two teams,
A and B. Write the letters R,F,G,H,S,A and Learners play a
B on the board. Each team takes turns to
game
say a sport beginning with one of the
letters. If one of the team can’t answer,
the other team gets an extra turn. Each
correct answer gets a point.
Descriptor:
Pupils discuss
the pictures,
read the text
with
comprehensio
n and
complete the
activity
correctly.
Descriptor:
Pupils read
with
comprehensiv
e and
underline the
words
correctly.
Resources
(Track 14
CD1)
Pictures
Worksheets\
textbook
Worksheets
End
5 min
Reflection
Learners reflect on their learning:
What has been learned?
What remained unclear?
What is necessary to work on?
Hometask: to revise the words of the unit
Saying goodbye
Learners express
their feelings
abot the lesson.
Selfassessment
Stickers
LESSON 10
School:
Unit 2: Values in Myths and Legends
Date:
Teacher name:
Grade: 4
Number present:
Theme of the lesson: Values in Legends
Number absent:
Lesson objectives
4.L8 understand short narratives on a limited range of general and some
curricular topics
4.S2 ask questions to find out about present experiences on a limited
range of general and some curricular topics
4.W7 spell a growing number of familiar high-frequency words
accurately during guided writing activities
Most learners will be able to:
To complete the tasks with minimal errors;
To express their likes or dislikes about the stories
Some learners will be able to:
To express likes or dislikes about the stories with reasoning
A few learners will be able to:
Apply high order thinking skills
Criteria
Complete at least 80 % of task correctly
Previous learning
Unit revision
Learning objectives
Plan
Planned
timings
Begining
5 min
Middle
30 min
Planned activities
Greeting
-Good morning, students!
-Good morning, teacher!
-How are you today?
-We are fine, thank you!
-What date is it today?
-What’s the weather like today?
-It is sunny/cold/rainy today
Starter:
Ask learners to think about 3 names
of the books they enjoy reading. Ask
Learners’
activities
Evaluation
Learners can
talk about
famous
Olympic
athletes from
the UK, Russia
and
Kazakhstan
Learners
should tell
what type of
Descriptor:
Pupils discuss
3 books they
enjoy reading.
Resources
End
5 min
learners to share with the class.
book is that.
At this stage it is OK to use learners’
mother tongue
Go through the PPT and introduce the
types of the stories, ask learners to
take notes in their copybooks.
Use topical
vocabulary.
Activity 1
Distribute worksheet and ask learners
to go around the classroom and ask
each other questions about their
likes/dislikes in reading. Model some
questions: “Do you like /enjoy
reading horror stories?” etc.
Encourage more able learners to give
reasons why they like/dislike
particular type of stories.
Activity 2
Write Aladdin on board and translate.
Find out who knows and who likes
this story. Draw a magic carpet on
board and say name. Ask: Do you
have a carpet in your bedroom? Is it
magic?
Tell learners that they will read /listen
a story about a little boy called ‘Ali.
Learners work in group and talk
about: where Ali’s magic carpet takes
him; what Ali sees; who Ali meets.
Each group writes 5 places, 5 things
he sees, 5 people/animals he meets.
Ask learners to compare the answers
with another group. Record some
ideas on the board.
Descriptor:
Pupils give full
and
grammatically
correct
answers
REFLECTION
There smiley faces are on the board.
(happy and sad) T. suggests choosing
any smiley face. Ss will choose one
and put on their desks.
Home task: learn the new vocabulary
Saying goodbye
Learners
answer at
least 6
questions
Learners
follow the
instructions
Descriptor:
Pupils read
with
comprehensive
and underline
the words
correctly.
Learners
answer at
least 5
questions
Selfassessment
Тексерілді
ДОІЖО
Unit 2:
Values in Myths and Legends
Teacher name:
Assel Urstembek
Subject:
English
Date:
18.10.2022
Grade: 4 “B”
Theme of the lesson:
Learning objectives
Lesson objectives
Values
Number present:
Dragons and creatures. SA
Number absent:
4.4.1.1 Plan, write and check sentences with support on a range of basic personal,
general and some curricular topics (бірқатар негізгі жеке, жалпы және кейбір
оқу тақырыптары бойынша қолдау көрсететін ұсыныстарды жоспарлау, жазу
және тексеру)
4.3.5.1 Understand the main points of short simple texts on a growing range of
general and some curricular topics by using contextual clues (контекстік
анықтамаларды қолдана отырып, жалпы және кейбір оқу тақырыптарының
өсіп келе жатқан шеңбері бойынша қысқа қарапайым мәтіндердің негізгі
ережелерін түсіну)
Most learners will be able to:
Make simple predictions about the text;
Work with partners effectively.
Some learners will be able to:
Answer the questions related to text without support;
Answer the post reading tasks with minor errors.
A few learners will be able to:
Apply high order thinking skills
Respect each other
Plan
Planned
timings
Begining
5 min
Planned activities
Learners’
activities
Evaluation
Resources
Greeting
-Good morning, students!
-Good morning, teacher!
-How are you today?
-We are fine, thank you!
-What date is it today?
-What’s the weather like today?
-It is sunny/cold/rainy today
Learner greet
teacher and
answer
questions
Plan, write
and check
sentences on
basic
personal,
general and
curricular
topics
Find the main
Flashcards
Middle
35min
SA
Tell learners that they would listen to the
beginning of the story and they should draw
what they hear. You may listen to the video 2
times.
Ask learners if they have any ideas what
story’s name is.
Tell learners that they will read the story
“Jack and the beanstalk”.: tall or small? fat or
thin? clean or dirty? straight or curly hair?
strong or weak? good or naughty? Age? Has
he got a brother or sister? What’s he
wearing?
WRITING
Task 1. Look at the pictures. Choose
ONE picture to describe. Write
4 sentences. Plan your writing by naming
people, objects, their actions and feelings,
uses adjectives.
Learners look
at the name of
the story and
write
adjectives and
nouns around
it to describe
what they
think Jack
looks like
Learners
follow the
instructions
points in short
simple texts
using
contextual
clues
Descriptor:
Pictures
Use grammar
appropriately.
Use adjectives
to describe
Descriptor:
name people
in the picture
name objects
in the picture
what people
are doing
what are their
feelings
Descriptor:
READING
Task 2. Read the text “The Lion and the
Mouse”. Match the sentences to the
pictures. The video will help you.
The lion said, ‘Oh little mouse, I had no hope.
You were right, little mouse – thank
you.You’re the best friend there ever could
be!’
But the mouse was out walking the very next
day. He heard a big roar, and squeaked when
he saw the king of the jungle tied to a tree.
‘Be kind to me and one day I’ll help you.’
‘I’m a lion! You’re a mouse! What can you
do?’ The lion laughed, very hard, and the
mouse ran away.
A lion was asleep in the sun one day. A little
mouse came out to play. The little mouse ran
up the lion’s neck and slid down his back.
The lion caught him with a great big smack!
‘I’m going to eat you!’ the lion roared, his
mouth open wide. ‘No, no, please don’t!’ the
little mouse cried.
But the mouse had a plan to set him free. The
mouse worked quickly and chewed through
the rope.The lion was free.
Learners read
the text and
match the
sentences to
the pictures.
Idetify main
point of the
text.
Match
sentences
correctly.
Summative
assessment
papersheets
End
5 min
Reflection
The smiley faces are on the board. (happy,
sad, angry, etc) Teacher suggests to choose
any smiley face.
Choose the
emoticons to
describe your
feelings
Self
assessment
Emoticon
slides
Hometask: revise the grammar and
vocabulary
Saying goodbye
LESSON 12
School:
Unit 2: Values in Myths and Legends
Date:
Teacher name:
Grade: 4
Number present:
Theme of the lesson: Traditional stories 1
Learning objectives
Lesson objectives
Criteria
Previous learning
Plan
Number absent:
4.L4 understand an increasing range of short supported questions on
general and some curricular topics
4.UE15 use would you like to to invite and use appropriate responses
yes please, no thanks use let’s + verb, verbs go, enjoy, like + verb +
ing, begin use infinitive of purpose to describe simple actions and verbs
want, start + infinitive, usae declarative what + adjective+ noun to show
fellings
All learners will be able to: understand an increasing range of short
supported questions on general and some curricular topics. Tell about
their favourite tale
Most learners will be able to: understand an increasing range of
short supported questions on general and some curricular topics. Tell
about their favourite tale, name main heroes
Some learners will be able to: understand an increasing range of short
supported questions on general and some curricular topics. Tell about
their favourite tale, name main heroes and present their favourite tale
To talk about fairy tales
Unit revision
Planned Planned activities
timings
Begining GREETING
5 min
Ask learners to think about 3 names of the
books they enjoy reading. Ask learners to
share with the class.
At this stage it is OK to use learners’
mother tongue
Middle 1 Look at the picture. Can you name
30 min the fairy tale? Do you enjoy reading
Learners’
activities
Evaluation Resources
Learners
should tell
what type of
book is that.
Larners look Mutual
at the picture avaluation
End
5 min
fairy tales? What\s your favourite fairy
tale?
Pupil’s book open. Ask to pupils to look
at the picture on p.18 and have a picture
discussion. Elicit the name of the fairy
tale (Snow white and the 7 Dwarfs). Then
ask the pupils: Do you enjoy reading fairy
tales? What is your favourite fairy tale?
Elicit answers from individual pupils.
2 Thinking: Choose.
Read the instructions and explain the
activity. Go through the activity and elicit
any unknown words. Allow the pupils
some time to read and complete the
activity. Elicit answers from individual
pupils.
3 Read and choose.
Refer the pupils to the covers of the two
books and read aloud the titles. Ask the
pupils if they have read these fairy tales
and initiate a discussion, in L1 if
necessary, about what happens in each
story. Then, read aloud the two sentences
and ask the pupils to choose which fairy
tale these sentences are taken from.
Play the game
You can play the game on the knowledge
of fairy tales. On the table lay out pictures
from different tales. Children need to
choose a fairy tale and tell all that they
can. The one who tells more of the
sentences wins.
4 Listen and number.
Refer the pupils to the covers of the four
books and read aloud the titles. Ask the
pupils if they have read these fairy tales
and elicit, in L1 if necessary, what they
know about these stories. Read the
instructions and explain the activity. Play
CD. Check their answers.
FEEDBACK
Ask the pupils, in L1 if necessary, if they
liked the story. Tell them to draw a happy
face or a sad face, depending on whether
they liked the story or not. Ask them to
tell you what they liked most or did not
like.
Hometask: learners should choose 3
famous books of different genres and
and answer
the questions
Learners
Individual
read and
complete the avaluation
activity.
Learners
read and
choose
Learners
play a game
Verbal
evaluation
Mutual
avaluation
Learners
listen and
complete the
activity.
Selfassessment
describe them, so that the rest of the class
will try to guess what book is being
described
Saying goodbye
Тексерілді
ДОІЖО
Short term plan
Unit 2:
Values in Myths and Legends
Teacher name:
Assel Urstembek
Subject:
English
Date:
10.10.2022
Grade: 4 “B”
Number present:
Number absent:
Theme of the lesson:
Traditional stories 2
Learning objectives
4.1.4.1 understand an increasing range of short supported questions on general and some
curricular topics; жалпы және кейбір оқу тақырыптары бойынша қолдау көрсетілетін
қысқа сұрақтардың өсіп келе жатқан спектрін түсіну;
4.5.15.1 use would you like to to invite and use appropriate responses yes please, no thanks,
use let’s + verb, verbs go enjoy like + verb + ing, begin use infinitive of purpose to describe
simple actions and verbs want, start + infinitive, use declarative what [a/an] + adjective + noun
to show feelings. Would you like to құрылымын шақыртулар үшін қолдану, yes please, no
thanks құрылымдарын тиісті жауап беру үшін немесе жауап қайтару үшін, қарапайым
әрекеттерді сипаттау үшін мақсаттың инфинитивін және етістіктерді қолдану.
All learners will be able to: give short, basic description of people and objects, begin to
describe what they see on the picture. Адамдар мен заттардың қысқаша, негізгі
сипаттамасын бере алады, суретте көргендерін сипаттай бастайды.
Most learners will be able to: give short, basic description of people and objects, begin to
describe what they see on the picture using comparative and superlative adjectives. Адамдар
мен заттардың қысқаша, негізгі сипаттамасын бере алады, суретте көргендерін
салыстырмалы және жоғары сын есімдерді қолдана отырып сипаттай бастайды.
Some learners will be able to: give short, basic description of people and objects, begin to
describe what they see on the picture using comparative and superlative adjectives. Адамдар
мен заттардың қысқаша, негізгі сипаттамасын бере алады, суретте көргендерін
салыстырмалы және жоғары сын есімдерді қолдана отырып сипаттай бастайды.
Values in fairytales, love and respect
Lesson objectives
Value links
Plan
Planned
timings
Begining
5 min
Planned activities
GREETING
Warm up
Draw or show a carpet or rug on the board and
elicit what it is. Ask learners if they know of any
Learners’
activities
Evaluation
Resources
Pictures
Video
Learners answer
Criteria:
Learn and talk
about the
Korkyt Ata ,
stories with a special carpet, and what the carpet
can do. T: Do you have a carpet in your
bedroom? Is it magic? What stories do you know
about the carpet
Middle
35 min
5 Talk with your friend.
Read the dialogue aloud and then act out a similar
dialogue with one of the pupils. Go around the
classroom providing any necessary help. Ask
some pairs to come to the front of the classroom
and act out the dialogue.
Learners act out,
in pairs, similar
dialogues.
Ask the pupils to draw a picture of their favourite
fairy tale. Allow the pupils some time to draw
their pictures. Ask individual pupils to come to
the front of the classroom and present their picture
to the class.
Learners draw a
picture of their
favourite fairy
tale
6 Listen, point and repeat.
Pupils’ books closed. Put the flashcards up on the
board. Point to them, one at a time, and say the
corresponding words. The pupils repeat chorally
and/or individually. Point to the flashcards in
random order. Ask individual pupils to name
them.
7 Look, read and write yes or no.
Explain the activity and read the example aloud.
The pupils look at the picture and read the
sentences. Allow the pupils some time to
complete the activity. Check their answers.
8 Complete the sentences. Then match. Pupils’
books closed. Say, then write on the board: The
ancient Egyptians lived in houses made from mud.
The Romans spoke Latin. Underline the words in
bold. Explain/Elicit that this is the past simple and
we use it to talk about actions that happened at a
specific time in the past. Revise the negative and
interrogative forms and write short answers on the
board.
End
5 min
Reflection
Learners reflect on their learning:
What has been learned?
What remained unclear?
What is necessary to work on?
Hometask: to draw a picture to the story
Saying goodbye
Learners listen,
point and repeat.
Learners look at
the picture and
read the sentences
to talk about
past
civilization
and past
events
Descriptor:
Learners read
the text and
pronounce the
words
correctly.
Textbook
Covers of
fairytales
Descriptor:
Individual
avaluation
The pupils
repeat chorally
and/or
individually.
Point to the
flashcards in
random order.
Descriptor:
Verbal
evaluation
Learners look
at the picture
and read the
sentences
correctly
Worksheets
Flashcards
Textbook
Learners
complete the
sentences then
match.
Descriptor:
Learners read
the sentences ,
complete them
with
grammatically
acuracy. And
match them
correctly.
Pictures of
vocabulary
and
worksheets
Learners share
their feelings
about the lesson.
Selfassessment
Stickers
Тексерілді
ДОІЖО
Short term plan
Unit 2:
Values in Myths and Legends
Teacher name:
Assel Urstembek
Subject:
English
Date:
11.10.2022
Grade: 4 “A”
Number present:
Number absent:
Theme of the lesson:
People and places
Learning objectives
4.1.5.1 identify initial, middle and final phonemes and blends (бастапқы, орта және
соңғы фонемалар мен комбинацияларды анықта)
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 (контекстік анықтамаларды
қолдана отырып, жалпы және кейбір оқу тақырыптарының өсіп келе жатқан
шеңбері бойынша қысқа қарапайым мәтіндердің негізгі ережелерін түсіну)
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 form] to make comparisons (заттарды
сипаттау үшін жалпы және кейбір оқу тақырыптарының өсіп келе жатқан
шеңберіне сын есімдерді, соның ішінде иелік сын есімдерді қолданыңыз,
қарапайым моносиллабты және кейбір екі буынды сын есімдерді қолданыңыз)
All learners will be able to: read and translate the statements; өтініштерді оқып,
аудара алады
Most learners will be able to: read and translate the statements. Make own
sentences using comparative and superlative degrees of adjectives; мәлімдемелерді
оқып, аудара алады. Сын есімдердің салыстырмалы және үстемдік дәрежелерін
қолдана отырып, өз сөйлемдерің құра алады
Some learners will be able to: read and translate the statements. Make own
sentences using comparative and superlative degrees of adjectives. Make comparisons
of the places; мәлімдемелерді оқып, аудара алады. Сын есімдердің салыстырмалы
және үстемдік дәрежелерін қолдана отырып, өз сөйлемдеріңізді құрастырады.
Орындарды салыстыра алады.
Respect for elders
Lesson objectives
Value links
Plan
Planned
timings
Begining
Planned activities
GREETING
Learners’
activities
Evaluation
Resources
Criteria To
Picture of
5 min
Middle
35 min
Teacher writes on board: places in fairy
stories. Learners say places they know or
remember from previous stories in English
e.g. forest, countryside, a house (Ali and
magic Carpet) and add some more places they
know
Ask learners what is the most common place
for fairy tales.
Checking home task:
Ask the learners words from previous lesson.
Vocabulary focus:
Library- кітапхана
Theatre- театр
Swimming pool- бассейн
Funfair- жәрмеңке
Shopping centre- сауда орталығы
Cafe- кафе
Museum- мұражай
PRESENTATION AND PRACTICE
(Activities to present and activate the new
language.)
People and Places
FLASHCARDS (9-15)
17 Listen, point and repeat. Then match.
Pupils’ books closed. Put the flashcards up on
the board. Point to them, one at time, and
name them. The pupils repeat, chorally and/or
individually. Repeat the procedure with the
remaining flashcards. Then point to the
flashcards in random order. Ask individual
pupils to name them.
Extension activity (Optional)
Mime an action associated with one of the
places, e/g/ reading a book. Ask the pupil the
name the place, e.g. library. Pupils’ books
open. Play the CD. If you wish, play the CD
again pausing after each word. The pupils
repeat, chorally and/or individually. Then
allow the pupils some time to complete the
activity. Check their answers.
21 Match to make Grandma’s questions
Draw the pupils’ attention to the pictures and
elicit the names of the places. Read the
instructions and explain the activity. Ask the
pupils: Where can you go to buy some fruit?
Elicit: At the market. Ask the pupils to match
picture 1 with the correct phrase.
Learners do the
task
Learners listen,
point and repeat.
talk about
places;
Plan, write and
check sentences
on basic
personal,
general and
curricular
topics
Find the main
points in short
simple texts
using
contextual
clues
Descriptor:
Listen the new
words and
repeat with
correct
pronounciation
vocabulary fom
the previous
lesson
Video actions
Pictures
Learners listen,
point to the
words and
repeat.
Learners
complete the
activity
Learners follow
the instructions
Descriptor:
Learners look
at the
flashcards and
stay the words
correctly
FLASHCARD
S
Worksheets for
each pair
Pupils book
Descriptor:
Be attentive,
look at your
classmate’s
actions and
guess correct
place
Worksheets
End
5 min
FEEDBACK
There smiley faces are on the board. (happy
and sad) T. suggests choosing any smiley face.
Ss will choose one and put on their desks.
Home task: Ask individual pupils to pick a
prompt and tell you what they did or didn`t do
when they were six years old to the next year
Saying goodbye
Learners share
with their
feelings about
the lesson
Self-assessment
smiley faces .
(happy and sad)
LESSON 15
School:
Unit 2: Values in Myths and Legends
Date:
Teacher name:
Grade: 4
Number present:
Theme of the lesson: People and places
Learning objectives
Lesson objectives
Value links
Number absent:
4.1.5.1 identify initial, middle and final phonemes and blends
4.1.8.1 understand short, supported narratives 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
Most learners will be able to:
Answer the questions related to text without support;
Find appropriate adjectives in the context with support.
Some learners will be able to:
Answer the questions related to text without support;
Find and use appropriate adjectives in descriptions while speaking
A few learners will be able to:
Give support to other learners in task completion
People and places
Plan
Planned Planned activities
timings
Begining GREETING
5 min
Warm-up
Revision of adjectives from the
previous lesson describing cartoon,
fairy tale or movie characters. St-s stay
in a circle and clapping the next st-t’s
palm say the adjective, that st-t should
say “I think (character) is (adjective) ”.
Then the next one says “Me too” or “I
don’t” and he/she claps the next
student’s palm and says the new
adjective and so on…..
Middle
35 min
Checking home task:
Ask the learners words from previous
lesson.
Vocabulary focus:
Library- кітапхана
Theatre- театр
Swimming pool- бассейн
Learners’
activities
Learners
answer
Learners look
at worksheet
and repeat the
expressions to
describe
people
Evaluation
Criteria
Plan, write
and check
sentences
on basic
personal,
general and
curricular
topics
Find the
main points
in short
simple texts
using
contextual
clues
Mutual
avaluation
Resources
End
5 min
Funfair- жәрмеңке
Shopping centre- сауда орталығы
Cafe- кафе
Museum- мұражай
Activity 1:
Teacher distributes worksheet where
students are given descriptions for
pictures that describe people.
Learners must match people with
descriptions.
Activity 2
Learners work in groups of three,
match characters and identify
appropriate word describing the
character from the content. Formative
group assessment: learners of each
group send an “ambassador” to
compare answers.
Choose and complete the sentences.
Read the instructions and the example
and explain the activity. Go through the
phrases and the sentences and elicit any
unknown words. Allow the pupils
some time to complete the activity.
Let’s play
Divide the class into two teams, A and
B. Write the letters R,F,G,H,S,A and B
on the board. Each team takes turns to
say a sport beginning with one of the
letters. If one of the team can’t
answer, the other team gets an extra
turn. Each correct answer gets a point.
FEEDBACK
There smiley faces are on the board.
(happy and sad) T. suggests choosing
any smiley face. Ss will choose one
and put on their desks.
Learners
choose and
complete the
sentences
Individual
avaluation
Learners act
out, in pairs,
similar
dialogues
about
themselves.
Learners play
a game
Well what did we do in our lesson?
Hometask: create a riddle describing
one fairy tale character in
5 sentences.
Saying goodbye
LESSON 16
School:
Unit 2: Values in Myths and Legends
Date:
Teacher name:
Selfassessment
Grade: 4
Theme of the lesson:
Number present:
Dragons and creatures 1
Learning objectives
4.S4 respond to questions on an increasing range of general and some
curricular topics
4.W7 spell most familiar high- frequency words accurately when
writing independently
4.UE16 use conjunctions and, or, but, because to linkwords and
phrases
All learners will be able to:
read and write a short text about when they were little
Most learners will be able to:
read and write a short text using would you like to and conjunctions
Some learners will be able to:
read and write a short text using would you like to, conjunctions and
grammar structures and make their own sentences
Learners can read and write a short text about when they were little
Lesson objectives
Criteria
Previous learning
Plan
Planned
timings
Begining
5 min
Middle
30 min
Number absent:
People and places
Learners’
activities
GREETING
Learners make a
Write the following on the board:
sentence with
Learn/English
one of the verbs
Want, enjoy, love, hate, like
and the correct
Repeat the activity with other verbs form of the verb
and prompts.
learn.
e.g. I want to learn English.
I enjoy playing chess. Etc
READING AND WRITING
Learners then
22 Listen, read and choose.
Explain the activity. Point to the
read the texts
pictures and elicit the adjectives
silently and
naughty and funny. Play the CD.
complete the
The pupils listen and follow along activity.
un their books. Ask the pupils to
tell you the sentences where they
found the answers. Check their
answer.
Then individual pupils read out the
texts.
Planned activities
23 Over to you: Read and
complete.
Explain the activity. Allow the
pupils some time to complete it.
Check their answers.
Learners read
and complete.
Evaluation
Resources
Verbal
evaluation
Interactive
Whiteboard
Software
Individual
avaluation
PORTFOLIO: Talk with your
friends. Then write about what
you were like when you were
little.
Ask the pupils, in pairs or in
groups, to talk about what they
were like when they were little. Go
around the classroom providing any
necessary help. For homework, tell
the pupils to use the texts in Ex. 22
as models to write about
themselves.
25 Look, read and write yes or
no.
Draw the pupils’ attention to the
pictures and ask them if they know
the buildings. Read aloud the
names of the buildings and the
facts. Read the instructions and the
example and explain the activity. If
necessary, provide the pupils with
another example. Go through the
sentences and elicit any unknown
words. Allow the pupils some time
to complete the activity. Check
their answers.
End
5 min
FEEDBACK
Learners reflect on their learning:
What has been learned?
What remained unclear?
The smiley faces are on the board.
(happy, sad, angry, etc) Well what
did we do in our lesson?
Hometask: learn the new
vocadulary
Saying goodbye
Learners talk
about what they
were like when
they were little
Mutual
avaluation
Learners look,
read and write
yes or no.
Learners reflect
on their learning
Selfassessment
LESSON 17
School:
Unit 2: Values in Myths and Legends
Date:
Teacher name:
Grade: 4
Theme of the lesson:
Number present:
Dragons and creatures 2
Learning objectives
All learners will be able to: respond to questions on an increasing
range of general and some curricular topics
Number absent:
Lesson objectives
Criteria
Previous learning
Plan
Most learners will be able to: write with support short sentences
which describe people, places and objects;
Some learners will be able to: write with support short sentences
which describe people, places and objects; use adverbs of time and
frequency: sometimes, often, always, never to indicate when and how
often, begin to use simple adverbs of manner example given well,
badly, use common -ly manner adverbs to describe actions example
given slowly, quickly;
To explore other subject areas (Natural History)
To talk and write about dinosaurs.
Learners can read and write a short text about when they were little
Dragons and creatures 1
Planned Planned activities
timings
Begining Greeting
5 min
-Good morning, students!
-Good morning, teacher!
-How are you today?
-We are fine, thank you!
-What date is it today?
Warm-up
Teacher joins students into 2 subgroups
and plays an online game with multiple
choice tasks. Write the score of the
teams on the whiteboard.
Middle PRESENTATION AND PRACTICE
30 min Listen and read. Then label the
pictures with the words in bold.
Have a class discussion, in L1 if
necessary, about dinosaur. Put the
Dinosaurs poster up on the board. Say
and point to the words, one at a time.
The pupils repeat, chorally or
individually. Then point to the pictures
in random order. Ask individual pupils
to name them.
Pupils’ book open. Play the CD. The
pupils listen and follow in their books.
Explain the activity. Allow them some
time to complete the activity. Check
their answers.
Learners’
activities
Greeting
Evaluation
Verbal
evaluation
Learners
answer
Learners read Individual
and label the avaluation
pictures with
the words in
bold
Learners read
the text
silently and
label the
pictures.
Read and complete. Use: and, or, but,
because.
Read the instructions and the example Learners do
and explain the activity. Go through the the task
sentences and elicit\explain any
Resources
unknown words. Allow the pupils
some time to complete the activity.
Check their answers.
28 Read, choose and complete.
Read the instruction and explain the
Learners read,
activity. Go through the text and elicit/ choose and
explain any unknown words. Allow the complete
pupils some time to complete the
activity. Check their answers.
End
5 min
29 Collect information about another
dinosaur. Present it to the class.
Brainstorm ideas about dinosaurs and
write them on the board. Explain the
activity. The pupils use the Internet to
find information about another
dinosaur and present it to the class. Tell
them to use the text in ex.26 as models.
Then help them file their projects in
their Language Portfolios.
Note lf the pupils do not have internet
access, ask them to use encyclopedias,
newspapers or magazines.
FEEDBACK
Say two things, which you have
understood?
Say two things which you have not
understood?
Hometask: draw a picture of your
favorite story about princess
or a dragon and write 5 sentences about
it.
Saying goodbye
Тексерілді
ДОІЖО
Unit 2:
Values in Myths and Legends
Teacher name:
Assel Urstembek
Subject:
English
Make a
project or a
PowerPoint
presentation.
Mutual
avaluation
Selfassessment
Date:
22.10.2022
Grade: 4 «В»
Number present:
Number absent:
Theme of the lesson:
SAT 1
Learning objectives
4.1.8.1 Understand short,
supported narratives on an increasing range of general and
some curricular topics (жалпы және кейбір оқу тақырыптарының кең ауқымы
бойынша қысқаша, күшейтілген презентацияларды түсіну)
4.3.3.1 Recognise basic opinions in short, simple texts on an increasing range of general
range of general and some curricular topics (жалпы сұрақтар мен кейбір оқу
тақырыптары бойынша қысқа, қарапайым мәтіндердегі негізгі пікірлерді тану)
4.2.8.1 Express basic likes and dislikes; recount short, basic stories and events on a limited
range of
general and
some curricular topics (негізгі ұнатулар мен
ұнатпауларды білдіру; жалпы және кейбір оқу тақырыптарының шектеулі ауқымы
бойынша қысқа, негізгі әңгімелер мен оқиғаларды айту)
Learners listen to the story twice. They should put the pictures in a correct order using
number.
Learners read the text and mark the statements “True” and “False”.
Learners write a paragraph. The support is provided by given pictures and topic and
conclusion sentences. Some basic personal information is required.
Respect
Lesson objectives
Value links
Plan
Planned
timings
Begining
5 min
Planned activities
Learners’
activities
GREETINGS
The aims of the lesson
Ls greet and finds Learners should
the aim of the
answer only 5
lesson
questions using
supporting picture.
Learners read the
text and mark the
statements “True”
and “False”.
Ask some ice breaking questions.
SA
35 min
LISTENING
Task 1. Listen to the story about the Sun and
the Wind. Put the pictures in correct order.
Write the number in the box. You will listen
twice.
READING
Task 2. Read the text and and mark the
sentences True or False.
Olympic Games
Lots of people in the world do sport, because
it’s not only healthy, but also exciting. Every 4
year people start Olympic Games. There are
two types of Olympic Games: Summer
Olympics and Winter Olympics. These are
Olympic medals. There are three Olympic
medals. They are gold, silver and bronze. The
official emblem of the Olympic Games is a
colourful flag with five interlinked rings. The
colours of the rings are blue, red, yellow, green
and black.
1. People do sport because it’s health
2. There are four types of Olympic Games:
Summer, Autumn, Winter and Spring
Olympics.
Learners put the
pictures in correct
order
Learners read the
text and and mark
the sentences
True or False
Evaluation
Resources
Flashcards
Descriptor:
.Put the pictures in
correct order.
Write the number
in the box. A 4
B3C2D1
CD
Descriptor:
1. False
2. True
3. False
4. True
5. False
SAT
worksheets
for per
student
3. There are three Olympic medals: gold,
silver and bronze.
4. The official emblem of the Olympic Games
is a bear.
5. The colours of the rings are blue, red,
yellow, green and pink.
WRITING
Task 3. Write a paragraph about your
favourite sport celebrity.
Where is he/she from?
What medals has he/she got?
Give some basic personal information and use
words often, always, never, well, quickly.
End
5 min
SPEAKING
Task 4. Choose ONE picture and describe it.
Answer 5 questions:
Where are the characters?
What are they doing?
How do we call such stories?
What is the moral of the story?
Do you like the story? Why?
FEEDBACK
Say two things, which you have understood?
Say two things which you have not
understood?
Hometask: to revise the words from the unit
Saying goodbye
LESSON 19
School:
Unit 2: Values in Myths and Legends
Learners write a
paragraph about
their favourite
sport celebrity
Descriptor:
writes sentences
with personal
information
uses adverbs of
time/ frequency/
manner
uses appropriate
grammatical
structures
uses topic
vocabulary
SAT
worksheets
for per
student
Learners choose
ONE picture and
describe it.
Descriptor:
1 point is given for
the correct answer
SAT
worksheets
for per
student
Learners answer
the questions
Self-assessment
Board
Date:
Teacher name:
Grade: 4
Theme of the lesson:
Number present:
Learning objectives
Lesson objectives
Criteria
Previous learning
Plan
Planned
timings
Begining
5 min
Middle
30 min
Unit revision
4.5.15.1 use would you like to to invite and use appropriate responses
yes please, no thanks, use let’s + verb, verbs go enjoy like + verb +
ing, begin use infinitive of purpose to describe simple actions and
verbs want, start + infinitive, use declarative what [a/an] + adjective +
noun to show feelings
All learners will be able to: plan, read, write and check sentences
with support on a
range of basic personal, general and some curricular topics;
Most learners will be able to: plan, read, write and check sentences
with support on a
range of basic personal, general and some curricular topics;
Some learners will be able to: plan, read, write and check sentences
with support on a range of basic personal, general and some curricular
topics;
To talk about mythical creatures
Summative control work for the 1st term
Planned activities
30. Listen and read.
Ask the pupils to look at the pictures.
Have a picture discussion.
e.g. Teacher: (pointing to the Loch
Ness Monster)
Look at this creature.
Ask the pupils to present their from
the previous lesson. e.g. Teacher:
(pointing to the Loch Ness Monster)
Look at this creature. What is it?
Pupil: It’s the Loch Ness Monster.
Teacher: Where does it live?
Pupil:
In the UK. etc
Play the CD. The pupils listen and
follow the texts in their book.
31 Read and write the answers in
your notebook. Take turns to ask
and answer the questions.
Explain the activity. The pupils read
the texts again silently and
Complete the activity. Check their
answers and ask them where
they found them in the texts.
Answer key
Number absent:
Learners’
activities
Evaluation
Learners
discuss
Verbal
evaluation
Learners read
the texts and
answer the
questions
Mutual
avaluation
Resources
1
It’s grey.
2
In a lake called Loch Ness in
Scotland.
3
It has a big body, a long neck and a
small head.
4
Thousands of years ago.
5
It was 1.8 metres tall and over 4
metres long. It had long hair all over its
body.
6
From the huge horn that grew on its
head.
Extension activity (Optional)
Project: My favourite mythical
creature. Ask the pupils to think of
their favourite mythical creature and
write a small paragraph about it using
the text in ex.30 as models. They can
draw or look for pictures on the
internet and attach them.
Learners do
the task
Individual
avaluation
Suggested answer key
The griffin is one of the most beautiful
mythical creatures in history. It has the
body, tail and back legs of a lion, and the
head and wings of an eagle. Its front legs
are also like an eagle’s legs. The griffin was
a very strong creature. People believed that
griffins protected treasures. What a cool
creature!
End
5 min
CHECKPOINT 2
1 Read and number.
Learners
The pupils match the pictures with the
follow the
correct words.
instructions
2 Look and complete.
The pupils look at the pictures and
complete the
missing letters to from the words.
3 Read and choose.
The pupils read and choose the
correct answer.
REFLECTION
Learners reflect on their learning:
What has been learned?
What remained unclear?
What is necessary to work on
Hometask: revise grammar themes
Saying goodbye
Selfassessment