Lesson Plans Grade 1

Lesson plan
Short-term plan unit: School: Aktuma OM

1 All about me
Date: 07.09.21 Teacher name: Akylbekova P.B.
Grade:1 Number present: absent:
Theme of the lesson: Greetings and names
Learning objectives(s) 1.L3 recognise with support simple greetings recognise the
that this lesson is spoken form of a limited range of basic and everyday
contributing to classroom words
1.S1make basic personal statements and simple statements
about objects
1.UE6 use demonstrative pronouns this/these to indicate
things
Lesson objectives All learners will be able to:

- Greet each other using common greeting phrases;
- Make basic personal statements;
Assessment criteria Learners have met the learning objective (1.S1) if they can:
Greet each other and say a few words about themselves.
Value links Respect
Cross curricular links Math
ICT skills Using videos/PPT
Previous learning Greetings, personal information
Plan
Time Planned activities Resources

Beginning Organizational moment
5 min - Teacher greets students; students respond to
(W) greeting and take their places.
- As a warming up learners sing good morning https://www.youtub
song. e.com/watch?
v=mebfKDQ4dLo
Middle When everyone has sat down and is ready say, PPT/ colourful
15 min "My name is ..." and give your name. Then tell papers
(I/W) everyone to stand up. If there is room, have
everyone form a circle. Take a ball and hold it
and
say your name. Then throw the ball to one
student and they say their name. Students throw
the ball around randomly, saying their name each
time they catch the ball.
Then, play the same throwing game, but instead of
saying your name, say the name of the person who threw
the ball to you - start by asking one student to throw the
ball to you and as you catch it say their name. Then
throw to another student and they should say your name
as they catch it. If anyone gets a name wrong (or can't
remember) they have to sit down for 3 throws. By the
end of the activity everyone should have a good idea of
everyoneelse's names!
Do the "Ask Me" activity.
15 min
On the board draw a little stick man / woman and write
(I/W)
your name under it.
Then write some answers to the following questions (just
the answers) around the board:
 Age: How old are you?
 Hometown: Where are you from?
Worksheet 1
 Pets: What pet do you have?
 Food: What is your favorite food?
 Drink: What is your favorite drink?
 Color: What is your favorite color?
 Brothers / Sisters: How many brothers and sisters do
you have?
The idea is to try and have your students guess what the
answers relate to and what the question is for each
answer. Start by writing on the board:
 Name: What is your name?
Then point to your name on the board.
Next, point to your hometown on the board and try to
elicit the question "Where are you from?". As you elicit
and help, write the questions on the board until all the
questions are there.
Practice as a class. Have learners write their names
underneath, and write down their answers to the
questions on the board - basically doing the same thing
as you did on the board. Then put students in pairs and
have them practice asking and answering the questions
about themselves. As they do this circulate and monitor,
helping out with mistakes and pronunciation, and always
give lots of praise.
End Feedback
5 min Students share opinions if they liked/disliked the lesson
(W) by putting their thumbs up/down and explaining the
reasons using simple language
Additional information
Differentiation – how do Assessment – how are Health and safety check
you plan to give more you planning to check ICT links
support? How do you learners’ learning?
plan to challenge the
more able learners?
For less able students By means of oral  Work with the SMART board
teacher may provide in L1 formative assessment – not more than 10 minutes
for better understanding students work in pairs  Monitor classroom space
and memorizing. making dialogs – teacher when students start moving
To challenge more able monitors for assessment around
students teacher may  Make short breaks while
organize face-to-face writing
dialog with various types of  Use water based markers
greetings and personal
questions
Reflection
Were the lesson
objectives/learning
objectives realistic? Did all
learners achieve the LO?
If not, why?
Did my planned
differentiation work well?
Did I stick to timings?
What changes did I make
from my plan and why?
Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and
learning)?
1:
2:
What have I learned from this lesson about the class or achievements/difficulties of
individuals that will inform my next lesson?
LESSON: Unit 1 All about me School: Aktuma OM
Date: 09.09.2021 Teacher names: Akylbekova P.B.
CLASS: 1 Number present: absent:

Theme of the lesson: Greetings and names: His name is…/ Her name is…
Learning objectives(s) 1.L3 recognise with support simple greetings
that this lesson is recognise the spoken form of a limited range of basic and everyday
1.S3 pronounce basic words and expressions intelligibly
1.S1 make basic personal statements and simple statements about
objects
 listen and repeat the names of all ten colours
Most learners will be able to:
 recognise and name 7 colours
Some learners will be able to:
Previous learning Greetings and names: greeting phrases: Hello, Hi, How are you?
What is your name? Nice to meet you, I’m fine, My name is …
His/her name is…
Plan
Planned Planned activities (replace the notes below with Resources
timings your planned activities)
Sing Hello Song (Bea) Bea’s Hello Song:

Or just sing-song: Hello (echo) x2
Hello, (echo) We’re happy here today
How are you? (echo)
Hello (echo) x2
I’m fine (echo)
Thank you (echo) In English class today
5 -10
minutes We’ll sing a song
Warm up activity And play a game,
- To revise the words his/her T. has students stand in And learn a lot and
a circle and girls and says his/her pointing to a boy smile when we say
or girl. Then T. can name one S. to practice his/her Hello (echo) x2
when T. points to the picture S. should say his/her.
S can also say This is blue, etc., pointing to an We’re happy here
article of clothing on the person standing next to today!
him/her (review of red, blue, black, yellow, white)
Middle MAIN:
30  T shows colours pink, orange, green, purple, Cards
minutes brown and Ss should repeat after the Teacher
 T shows the colours and Ss should name
without T’s support
 T shows the pictures of colourful numbers
and starts the sentence Ss should finish e.g.:
It is … ,
It is … etc.
 Play a game “Tell the colour”
There are flashcards “Colours” on the board,
Students close their eyes & at this moment T.
takes away one card. Students should find what
colour is missing.
 Sing a rainbow song
 Teacher demonstrates other colours black,
white, red, brown, grey and Ss should repeat Rainbow song
after the Teacher http://www.youtube.co
m /watch?
v=uTDJiPdz3L0
https://www.youtube.
 Pair work
com/watch?v=BGa3A
Learners practice with each other at their desks,
qeqRy0
using their coloured pencils, to pronounce
colours intelligibly. Partner A should name a
colour and Partner B raises a pencil of that
colour, then trade. BE VERY CAREFUL to
place a stronger partner with a weaker partner.
REVIEW: Have all students raise pencils to review

colours, then come stand in a circle. Review
“His/Her name is” and then ask them to give a
sentence “this is _____”, providing a color card to
review all ten colours.
End Reflection Ss. are given further color cards. Ss. Color cards
should colour and name them to the Teacher (can be
5 minutes
completed at home).
Differentiation – how do Assessment – how are you Cross-curricular links
you plan to give more planning to check Health and safety check
support? How do you learners’ learning? ICT links
plan to challenge the Values links
more able learners?
 Create mixed ability  through questioning and  Cross curricular link with Art
pairs for speaking the redirecting of and Math
activity. questioning in feedback  Students in pair work learn to
 Stronger Students can activities be patient and helpful
support weaker
Students in pair work  through observation in
pair work
 through revising a
covered material in warm
up activity
LESSON 4 : Unit 1 All About Me School:
Colours
Date: Teachers’ names:
CLASS: 1 Number present: Absent:

Learning objectives(s) that this 1.UE3 use basic adjectives and colours to say what
lesson is contributing to someone/something is or has
Lesson objectives  identify colours in English
Students will:  identify animals in English
 verbally say their colours in English
Language objective  Listening to the story (Brown Bear, Brown Bear) which will be
read aloud. Learners will listen attentively and recognize when it
is appropriate for them to speak
 Reading- learners will follow along tin story through the
illustrations in the book
 Speaking- learners will repeat and recall new English words
after the teacher
 Writing- non-applicable for Grade 1 learners
Previous learning Learners were introduced to colours in their English subject area
class.
Cross-Curricular Link Learners will need to identify colours in all of their subject area
courses
Use of ICT E-book: Brown Bear, Brown Bear by Eric Carle and Bill Martin
Kazakh Culture Learners will be to identify colours in their day-to-day lives
Pastoral Care Facilitating learning and development through teaching and
guidance
Health and Safety Learners will be safely arranged and seated in front of the monitor
away from electrical outlets and cables.
Plan
Planned timings Planned activities (replace the notes below with Resources
your planned activities)
5 minutes Starter:  Laptop
 Touch screen
Prior Knowledge- monitor
 Ask learners which colors they can already say in

English
 Ask learners to point to various objects around
the room and say colors in English, if they
already know them
25 minutes
Main: Internet: e-book:
Introduce the Book- Brown, Bear
 Show learners the cover of the story and Brown Bear by
introduce the title, the author and the illustrator. Eric Carle and Bill
Martin
www.youtube.com
/watch?
v=pdHCYgO9zh8
Picture Walk- Pre-cut colored

animals featured in the
 Take the learners on a picture walk through the book:
book.
-brown bear
 Challenge the learners to look carefully at the
-red bird
pictures.
-yellow duck
 Point out to learners that on each page a new -blue horse
colored animal is featured. -green frog
-purple cat
 Say the English names of each colored animal -white dog
and have the learners repeat -black sheep
 Stop at the page where the white dog is - a goldfish
introduced https://www.googl
e.ru/search?
Read-Aloud- q=eric+carle+brow
n+bear+activities
 Read the story using story props (all of the
colored animals)
 Have the children sit in a circle and give each
child a colored animal to hold.
 Direct each learner with a prop to bring his prop Youtube: “I See
to the middle of the circle when each colored Colors Everywhere”
animal is introduced in the story. song
http://www.youtub
5 minutes  After reading the entire book, together as a class, e.com/watch?
say all of the names of the colored animals in the v=Kkz7b32dSwA
book
Sing-a-long
 Take the colored circles (prearrange the colors in

order they will appear in the song “I See Colors Precut colored
Everywhere”) and say the color of each cicles in the
 Have the learners repeat each color following colors:
 Play the Youtube video song “I See Colors -red
Everywhere” and model and sing the song for the -blue
-yellow
learners -green
 Have learners stand up and sing “I See Colors -orange
Everywhere” with the video -pink
-purple
Plenary -brown
-black
 Review and have learners identify the colored -white
animals from the book: Brown, Bear Brown Bear
 As a class, sing “I See Colors Everywhere” while
the teacher holds up each colored circle that is
featured in the song
Differentiation – how do you plan to give more Formative Assessment – how are you
support? How do you plan to challenge the more planning to check students’ learning?
able learners?
 Review and have learners identify the

 Questions were formulated at all levels according to
colored animals from the book: Brown,
Bloom’s Taxonomy levels
Bear Brown Bear
Support:
 Questions that do not have right or wrong answers  As a class, sing “I See Colours
Everywhere” while the teacher holds up
Challenging: each colored circle that is featured in the
 Evaluative questions which promote further song
discussion.
 Application questions that allow students to relate
the topic to their own lives and experiences.
Reflection:
Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the
learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What
changes did I make from my plan and why?
Summary evaluation:
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next
lesson?
Lesson plan
Long-term plan unit: School: Aktuma OM

1 All about me
Date: 16.09.21 Teacher name: Akylbekova P.B.
Theme of the lesson: Colours. This is…/These are…
Learning objectives(s) that this 1.L3 recognise with support simple greetings recognise the
lesson is contributing to spoken form of a limited range of basic and everyday classroom
words
1.UE3 use basic adjectives and colours to say what
someone/something is or has

- Learn the names of basic colors;
- Use colors to describe things;
Assessment criteria Learners have met the learning objective (1.UE3) if they can:
Recognize and use colors to describe the things.
Value links Respect
Plan

- As a warming up learners sing good morning https://www.youtube.co
song. m/watch?
v=mebfKDQ4dLo
Middle - Introduce colors. PPT/ colourful papers
5 min - Go through the PPT and chorus the words.
(I/W) - Give learners colors vocab. worksheet to glue
into their ABC books.
Play "Color Stand Up and Jump"
10 min Pass out colored papers, 1 color per student. Tell
(W/I)
your students to sit down. Say a color (e.g. "blue") and
the students holding that color have to quickly stand up,
jump and then sit down. Start off slowly and get faster
and faster https://www.youtube.co
m/watch?
10 min Sing “Rainbow song” as a class. v=tRNy2i75tCc
(I/W)
- Pass out colors worksheet.
- Ask learners to color the gaps with appropriate
colors
- Check as a whole class.
PINK Brown RED PURPLE WHITE GREY
YELLOW BLACK GREEN BLUE ORANGE BEIGE
End Feedback
Differentiation – how do you Assessment – how are Health and safety check
plan to give more support? How you planning to check ICT links
do you plan to challenge the learners’ learning?
more able learners?
For less able students teacher may By means of oral  Work with the SMART board not
provide in L1 for better formative assessment – more than 10 minutes
understanding and memorizing. students work in pairs  Monitor classroom space when
To challenge more able students making dialogs – teacher students start moving around
teacher may organize face-to-face monitors for assessment  Make short breaks while writing
dialog with various types of  Use water based markers
greetings and personal questions
Reflection
Were the lesson
objectives/learning objectives
realistic? Did all learners achieve
the LO?
If not, why?
Did my planned differentiation
work well?
What changes did I make from my
plan and why?
Summary evaluation
1:
2:
1:
2:
What have I learned from this lesson about the class or achievements/difficulties of individuals
that will inform my next lesson?
LESSON: Unit 1 All about me School:
Colours
Date: Teacher names:

Learning objectives(s) that 1.L3 recognise with support simple greetings
this lesson is contributing to recognise the spoken form of a limited range of basic and everyday
classroom words
objects
 listen and repeat the names of all ten colours
Previous learning Greetings and names: greeting phrases: Hello, Hi, How are you?
What is your name? Nice to meet you, I’m fine, My name is …
His/her name is…
Plan
Sing Hello Song (Bea) Bea’s Hello Song:

Or just sing-song: Hello (echo) x2
Hello, (echo) We’re happy here today
How are you? (echo)
Hello (echo) x2
I’m fine (echo)
Thank you (echo) In English class today
5 -10 minutes
We’ll sing a song
Warm up activity And play a game,
- To revise the words his/her T. has students stand And learn a lot and
in a circle and girls and says his/her pointing to a smile when we say
boy or girl. Then T. can name one S. to practice Hello (echo) x2
his/her when T. points to the picture S. should say
his/her. S can also say This is blue, etc., pointing We’re happy here
to an article of clothing on the person standing next today!
to him/her (review of red, blue, black, yellow,
white)
Middle MAIN:
20  T shows colours pink, orange, green, Cards
minutes purple, brown and Ss should repeat after the
Teacher
 T shows the pictures of colourful numbers
and starts the sentence Ss should finish e.g.:
It is … ,
It is … etc.
 Play a game “Tell the colour”
There are flashcards “Colours” on the board,
Students close their eyes & at this moment T.
takes away one card. Students should find what
colour is missing.
 Sing a rainbow song
 Teacher demonstrates other colours black, Rainbow song
white, red, brown, grey and Ss should http://www.youtube.co
repeat after the Teacher m /watch?
v=uTDJiPdz3L0
https://www.youtube.
com/watch?v=BGa3A
 Pair work
qeqRy0
Learners practice with each other at their desks,
using their coloured pencils, to pronounce
colours intelligibly. Partner A should name a
colour and Partner B raises a pencil of that
colour, then trade. BE VERY CAREFUL to
place a stronger partner with a weaker partner.
REVIEW: Have all students raise pencils to review

colours, then come stand in a circle. Review
“His/Her name is” and then ask them to give a
sentence “this is _____”, providing a color card to
review all ten colours.
End Reflection Ss. are given further color cards. Ss. Color cards
should colour and name them to the Teacher (can
5 minutes
be completed at home).
Differentiation – how do you Assessment – how are you Cross-curricular links
plan to give more support? How planning to check Health and safety check
do you plan to challenge the learners’ learning? ICT links
more able learners? Values links
 Create mixed ability pairs for  through questioning and  Cross curricular link with Art
speaking activity. the redirecting of and Math
 Stronger Students can support questioning in feedback  Students in pair work learn to
weaker Students in pair work activities be patient and helpful
 through observation in
pair work
 through revising a
covered material in
warm up activity
LESSON: Unit 1 All about me School:
Colours
Date: Teacher name:

Learning objectives(s) that 1.L3 recognise with support simple greetings
this lesson is contributing to recognise the spoken form of a limited range of basic and
everyday classroom words
1.S1 make basic personal statements and simple statements
about objects
 listen and repeat the names of all colours
 recognise with support simple greetings
 recognise and name some colours
 recognise the everyday classroom words

 recognise and name all colours
 make basic simple statements about objects
Previous learning Learners were introduced to colours in their English subject area
class.
Plan
ORGANIZATIONAL MOMENT
Beginning Pre-teaching.
Teacher: How are you today?
Children: We are fine, thank you!
Teacher: Look at the picture and guess the topic of
the lesson. PPT
The topic of the lesson is...

Which colours can you already say in English?
Can you recognize them?
Children: Apple is green Orange is orange
Ice-cream is white Taxi is yellow
Middle DEMONSTRATION
Pupils pronounce basic words. Video
Learn Colours with
Teacher: Watch! Listen! Repeat! Animal Erasers!
Teacher presents the names of colors through a short
video presentation purple, blue, yellow, pink, green https://www.youtube
and pupils repeat . . com/watch?v=_
2.Teacher shows the colours and the pupils name UIc18NlJMQ
them without the Teacher’s support
Pupils listen and recognise colours.
PAINTING
Teacher: You can see colors in the Art room.

1. Art teacher invites pupils to sit at the tables.
Teacher explains how to use paints and brushes. Color Songs
2. Pupils are given worksheets with words of Collection Vol. 1"
colours. https://www.youtube
3. Pupils recognize colours and paint. . com/watch?v=
Teacher: 1, 2, 3! Stop! b8AKVfdAJuQ
SING- A-SONG
Pupils pronounce basic words and expressions
intelligibly.
Pupils sing a “Colour Song” to revise the colours.
PAINTING
Teacher: Colour in and describe the pictures which
you hear and see in the song.
Teacher: Now we are going to practice to say

colours.
Repeat after me first:
The apple is red.
The tree is green.
The ball is blue.
The lemon is yellow.
The hat is black.
The juice is orange.
Pupils come to the board one by one and describe
their pictures.
READING
Pupils recognise and name colours.
Teacher: You can see colours in the Library.

1.Introduce the Book
Librarian shows the learners the cover of the story
and introduces the title, the author and the
illustrator.
2.Picture Walk
 Take the learners on a picture walk through
the book.
 Challenge the learners to look carefully at
the pictures.
 Point out to the learners that on each page a
new coloured rabbit is featured.
 Say the English names of each coloured
rabbit and have the learners repeat it.
3.Read-Aloud
 Librarian reads the story using props (all of
the colored rabbits) Crayons, worksheets
 Have the children sit in a circle and give
each child a coloured animal to hold.
 Direct each learner with a prop to bring his
prop to the middle of the circle when each
colored rabbit is introduced in the story.
 After reading the entire book, together as a
class, say all of the names of the colored
animals in the book
ASSESSMENT
Pupils colour the rabbits according to the teacher’s
instructions.
1 2 3
4 5 6
7 9
8
End REFLECTION Crayons, worksheets

What is your favorite colour?
How many colors do you know?
Where did we see colours today?
Can you paint pictures with different colours?
Differentiation – how do you plan Assessment – how are you Cross-curricular links
to give more support? How do planning to check learners’ Health and safety check
you plan to challenge the more learning? ICT links
able learners? Values links
 through questioning and  Cross curricular link with

 Tasks were formulated at all the redirection of Art and Music, Literature
levels according to Bloom’s questioning in feedback  Learners will be safely
Taxonomy levels activities arranged and seated in
Support: front of the monitor away
 through observing how
from electrical outlets and
 Questions that do not have right pupils colour objects
cables.
or wrong answers that are featured in the
song  Use water based markers
Challenging:  Use water based paints
 Evaluative questions which  through formative task  Ensure proper ventilation
promote further discussion. for painting
 through observing how  Potentially hazardous
 Application questions that pupils identify the components include
allow students to relate the topic coloured animals from graphite and some
to their own lives and the book pigments in colored
experiences. pencils
 E-book: White Rabbit’s
Color Book by Alan Baker
 Students learn to be patient
and helpful through pair
work
Reflection Use the space below to reflect on your lesson. Answer the most
Were the lesson relevant questions from the box on the left about your lesson.
objectives/learning objectives
realistic?
What did the learners learn
today?
What was the learning
atmosphere like?
Did my planned
Did I stick to timings? What
changes did I make from my
plan and why?
Summary evaluation
1:
2:
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Lesson plan
Long-term plan unit: School:

1 All about me
Date: Teacher name:
Theme of the lesson: 1 to 20
Learning objectives(s) that this 1.L3 recognise with support common names and names of places;
lesson is contributing to recognise the spoken form of a limited range of everyday and
classroom words
1.UE2 use cardinal numbers 1 - 20 to count
1.S3 pronounce familiar words and expressions intelligibly

- Pronounce numbers 1 to 20;
- Use numbers to count to 20;
Assessment criteria Learners have met the learning objective (1.UE2) if they can:
Recognize and use cardinal numbers 1-20 to count.
Value links Respect
Plan

- As a warming up learners sing good morning https://www.youtube.co
song. m/watch?
v=mebfKDQ4dLo
Middle New Learning and Practice:
10 min
(I/W) 1. Review numbers 1-10
Show the numbers 1-10 on the PPT and have everyone PPT/Balls
shout out the numbers as they see. Next, get 10 soft
balls, cubes or something similar (before class, tape
numbers 1-10 onto the balls) and chorus the numbers on
each ball. Then throw the balls around the room and ask
individual students to bring you different numbers (e.g.
"Maria, please give me number 6"). Finally, play and
sing
https://www.youtube.co
along to "The Numbers Song (Numbers 1-10)" m/watch?v=DR-
cfDsHCGA
Teach numbers 11-20
 Introduce the rest of the numbers. Start with 11 PPT
10 min and chorus it 3 times with the class. Continue
(W) with all the numbers. Now chorus each number
in turn (11, 12, 13, etc.) and run through 11-20 a
few times, each time getting faster and faster.
Play "Stand in the right order"
- Next give each student a number sheet (11-20). If Numbers flashcards
you have more than 10 students make more
numbers so you have two groups. For less than
10 students, give out more sheets per student but
make sure the numbers they have are in sequence
(e.g. give a student numbers 14 and 15, not 14
and 18). Now tell your students to stand in a line
in the right order. Everyone has to shuffle around
until they are standing and holding their numbers
in order 11-20. Now, get the class to shout out
their numbers from 11-20, down the line. Make it
a game – each round try and do it faster than the
last!
- Writing Practice: Learners are given number Worksheet 2
10 min stars to revise colors and numbers.
(I/W) - Name the number and ask learners to choose an
appropriate color and color.
- Check as a whole class.
End Feedback
Differentiation – how do you plan Assessment – how are Health and safety check
to give more support? How do you you planning to check ICT links
plan to challenge the more able learners’ learning?
learners?
For less able students teacher may By means of oral  Work with the SMART board not
provide in L1 for better formative assessment – more than 10 minutes
understanding and memorizing. students work in pairs  Monitor classroom space when
To challenge more able students making dialogs – teacher students start moving around
teacher may organize face-to-face monitors for assessment  Make short breaks while writing
dialog with various types of greetings  Use water based markers
and personal questions
Reflection
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?
If not, why?
Did my planned differentiation work
well?
plan and why?
Summary evaluation
1:
2:
1:
2:
What have I learned from this lesson about the class or achievements/difficulties of individuals that
will inform my next lesson?
LESSON: Unit 3 School:
My family and friends
Date: Teacher name:
Grade: 1 Number absent:
present:
1.UE7 use personal subject pronouns to identify things
Learning objectives(s) that
this lesson is contributing 1.S 5 produce words in response to prompts
to 1.S 1 make basic personal statements and simple statements about
objects
1.W2 form some lower case letters of regular size and shape
 write letter Mm with support
 pronounce basic words and expressions intelligibly
 name some members of family with teacher’s support
 write letter Mm with limited support
 name some members of the family without teacher’s support
 write letter Mm without support
 name all members of their family
Previous learning Students learned colors, the words for 10 classroom objects and
alphabet letters from A to L, numbers 1-10.
Value links Respect, Cooperation
Language objective Learn new letters (М), learn new words (father, mother, brother, sister,
grandfather, grandmother, family)
Cross-Curricular Link Self-study, Art
Use of ICT PPT, video
Intercultural awareness The role of family in modern world
Kazakh culture The role of family in Kazakhstani society
Pastoral Care Assure you met all learners’ emotional, mental and physical needs
Plan
Beginning Greeting, Warm Up and Letters

Greet the students.
10 min
(IPW) “Hello, children!”
Warm-up
 Children sing a song “How are you?”
 Ask questions in a circle “How are?”
 Teacher: You are musicians today. Play
your musical instruments.
Each three pupils play one musical instrument:
Trombone - [r]
Guitar – [ð]
Drums - [t, d]
SPEAKING
Teacher takes out a puppet Look here, please. Who
is
this? Yes. It is Chicken Liken- our little friend.
Teacher: Let’s ask several questions to know about
him.
Pupils:
1. What is your name? (My name is Chicken
Liken)
2. How are you? (I am fine, thank you.)
Objectives of the lesson The Phonics Song
https://www.youtube.com/wa
Letter Writing Practice
tch?v=hq3yfQnllfQ
Teacher: Show Chicken Liken how many words
and letters you know Overwriting
(Letters are on the smart board) Worksheet #1
Review old letters by calling them out and showing
pictures then having students write them on the
paddles.
***Differentiation: Less capable pupils work in
pairs. Mm song
Demonstration of a new letter “Mm” https://www.youtube.com/wa
 Teacher shows letter “Mm”: Pronounce it! tch?v=xUOc-UwTVBA
 Teacher shows how to write it. Practice How to write the Letter M
writing them with boards. https://www.youtube.com/wa
 Give students a stamp or a sticker for tch?v=2wAUBMt-LeQ
successful completion. Assign new letters
for homework.
Teacher: Look the picture (of mother).
Who is it? - This a mum. Chicken Liken
also has a mother. Listen
Middle Dynamic break Chicken Family - funny song
25 min  Students are suggested a video about https://www.youtube.com/wa
(IPW) Chicken’s family to watch. They are asked tch?v=r-7HgBQmqOc
to move while watching.
Introduction of the topic “My family and Finger Family (chicken
friends” family)
Teacher: Can you guess the topic of the lesson. https://www.youtube.com/wa
The topic of the lesson is My family tch?v=ocnVCIUeuqs
 Teacher draws students’ attention to the
board (PPT) and drills the vocabulary in
chorus. PPT
Focus on: She is.... He is…
video
tch?v=FHaObkHEkHQ
Overwriting
Worksheet #2
 Practice: Trace the letters in each row to

write the names of family members. Then
draw a line to match each family member
name to its picture.
 Students do the coloring task, and then Coloring worksheet #3
present it to the class naming the members
of the family.
***Differentiation: Less able pupils can
name only one or two members of the
family
End Closing Reflection/Self-Assessment & Goodbye Goodbye Song Video

 Look at the picture of the family. Where do https://www.youtube.com/wa
5 min
you hear the letter Mm? Yes, Mum. Game: tch?v=Xcws7UWWDEs
(W) Pupils clap their hands when they this
sound in the words teacher names.
Father, brother, sister, mother,
grandfather, mum, acrobat, fox, mummy
 Using the same thumbs up motions, ask

students: Did you like the lesson?
 Students stand up and sing the goodbye

song.
Differentiation – how do you Assessment – how Health and safety check
plan to give more support? are you planning to
How do you plan to check learners’
challenge the more able learning?
 More support:  Students will  Make sure power cords/outlets are not a
be assessed tripping hazard
These students may work with
a stronger student to support through the  Everyday classroom precautions
them during the vocab controlled
activities. practice
activity
 More-able learners:  Through
Encourage very strong observation
students to model answers
 Through speaking
activity
Reflection Use the space below to reflect on your lesson. Answer the most relevant
Were the lesson questions from the box on the left about your lesson.
objectives/learning
objectives realistic?
What did the learners
learn today?
atmosphere like?
Did my planned
differentiation work
well?
What changes did I
make from my plan and
Summary evaluation
1:
2:
1:
2:
LESSON: Unit 3 School:
My family and friends
Date: Teacher name:
present:
1.UE7 use personal subject pronouns to identify things
Learning objectives(s) that
this lesson is contributing to 1.S 5 produce words in response to prompts
1.S 1 make basic personal statements and simple statements about
objects
 write new letters with support
 name some members of family with teacher’s support
 write new letters with limited support
 name some members of the family without teacher’s support
 write new letters
 name all members of their family
Previous learning Students learned colors, the words for 10 classroom objects and alphabet
letters from A to M, numbers 1-10.
Language objective Learn new letters (N;O), learn new words (father, mother, brother, sister,
grandfather, grandmother, family)
Cross-Curricular Link Self-study, Art
Intercultural awareness The role of family in modern world
Kazakh culture The role of family in Kazakhstani society
Plan
Beginning Greeting, Warm Up and Letters

Greet the students.
10 min
(IW)  “Hello!”/”Good morning!”/”Good
afternoon!” “How are you?”- I am fine, good, ok,
super.
Warm-up
Letter Writing Practice
Review old letters by calling them out and having
students write them on the paddles.
 Introduce new letters “N;O” and show how Overwriting
to write them. Practice writing them with Worksheet #1
boards.
 Give students a stamp or a sticker for http://www.youtube.com/wat
successful completion. Assign new letters ch?v=75p-N9YKqNo
for homework.
 Sing a song “English Alphabet”

 Teacher draws learners’ attention to the
board
Middle Introduction of the topic “My family and Video “My family and me”
25 min friends”
(IPW)  Students are suggested a video to watch and
guess the topic of the lesson. PPT
 Teacher draws students’ attention to the
board (PPT) and drills the vocabulary in
chorus.
Focus on: I’m… You are… She is.... He is… and
Yes that’s right / No....
Overwriting
Worksheet #2
 Practice: trace the letters in each row to
write the names of family members. Then
draw a line to match each family member
name to its picture.
 Students do the coloring task, and then Coloring worksheet #3
present it to the class naming the members
of the family.
End Closing Reflection/Self-Assessment & Goodbye Goodbye Song Video
5 min
Using the same thumbs up motions, ask students: tch?v=Xcws7UWWDEs
(W) 1) Did you like the lesson?
Students stand up and sing the goodbye song.
Differentiation – how do you Assessment – how Cross-curricular links
plan to give more support? are you planning to Health and safety check
How do you plan to challenge check learners’ ICT links
the more able learners? learning? Values links
 more support can be given  through  World around us
during elicitation, questioning and  Art
instruction and questioning the redirecting of
phases of the lesson by questioning in
nominating learners to feedback activities
answer items relating to
more high frequency  through
vocabulary to build observation
confidence through
participation.
objectives/learning
learn today?
atmosphere like?
Did my planned
Summary evaluation
1:
2:
1:
2:
LESSON: School:
Unit 3 My family and friends
Date: Teacher name:

Grade: 1 Number present: absent:
Theme of the lesson: Family and friends
Learning objectives(s) that 1.UE11 use there is/are to make short statements
this lesson is contributing to 1.L3 recognise with support simple greetings recognise the spoken
form of a limited range of basic and everyday classroom words
Lesson objectives Learners will be able to:
Use there is / there are to make statements
Understand and follow instructions
Pronounce 90% of words intelligibly
Success criteria Learners have met the learning objective (S5) if they can:
learners use there is/are to present their house;
learners describe what there is in their house for the other learner.
Value links Lifelong learning
Cross-curricularlinks World cognition
ICT skills Using videos& pictures, working with URLs
Previous learning Personal pronouns I am He/she/it is, possessive adjectives my his her,
numbers 1 – 10 to talk about age from Unit 1, initial consonant letters,
adjectives big small from Unit 2
Plan
Planned timings Planned activities Resources
Beginning Teacher greets students; students respond to greeting and

take their places.
5mins
Warming up
Teacher asks students “How are you?” to find out their PPP slide 3
mood at the beginning of the lesson; students choose one
of the smiles they see on the slide, saying “I am
happy/sad….etc.”
Students get familiar with the lesson objectives.
https://www.youtube.c
Students watch a video and follow the instructions to om/watch?
make a circle of different shapes and sizes. v=ALcL3MuU4xQ
(Make a circle big, big, big; small, small, small; big,
big, big;
Make a circle small, small, small;
Hello, hello, hello)
Middle In my house (D, W) (15) Picture of a house,
30mins Demonstration: PPP slide 4
- demonstrate a picture of a house
- ask “What’s this”; students may read the answer from
the picture; if they cannot read and answer, help by
reading the sentence aloud
- use 3x3 choral drilling of the phrase “this is a house”
for students to learn how to pronounce it correctly
Whole class activity:
- provideeach student with a hand-out of “there is/are”
Hand-outs
structure
- read each phrase aloud, use a 3x3 choral drilling for
students to learn how to pronounce these phrases
correctly
- show a picture of a house with various objects inside
(windows, desks, etc.)
- model a couple of sentences as an example: “In this
house there are 3 pens”, “In this house there is one
computer”.
- ask students “How many?” questions for various items
in the house
(i.e How many windows are there in this house? – There
are 3 windows in this house.)
Dynamic break (W) (2)
Whole class activity: https://www.youtube.c

Students go to the carpet and have a dynamic break om/watch?
“Head, shoulders, knees & toes” v=h4eueDYPTIg
Head, shoulders, knees and toes
Knees and toes
Knees and toes
And eyes and ears and mouth and nose
Knees and toes.
In my house (I, P) (13) An outline of a house

Individual work:
- give each student an outline of a house
- ask students to spend 3-5 minutes and draw various
object they want to have in their houses
- monitor students’ progress
Pair work:
- in 5 minutes ask students to find a partner and share the
information about their houses with their peers using
“there is/are” structure
- give students 4-5 minutes to talk to each other, go
around the class and listen to students’ stories, assist if
necessary
- in 4-5 minutes come to each student individually and
assess his/her work with help of sticker (a smile – stick it
on a student’s paper)
Reflection
Students identify what they did well in the lesson and
what needs improvement.
End Good bye song https://www.youtube.c
om/watch?
5mins Students sing a good-bye song and dance
v=Xcws7UWWDEs
Good-bye, good-bye, see you again!
Good-bye, good-bye, see you, my friend!
Differentiation – how do you plan Assessment – how Health and safety check
to give more support? How do you are you planning ICT links
plan to challenge the more able to check learners’
learners? learning?
Less able students – greater support through observation  Work with the SMART board not more
by means of prompts, visuals or than 10 minutes
writing difficult words on the  Use water based markers
blackboard  Ensure proper ventilation
More able students – independent  Monitor classroom space when students
work on definite tasks with little/no start moving around
support
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my
plan and why?
Summary evaluation
1:
2:
1:
2:
LESSON: School:
Date: Teacher name:

Learning objectives(s) that 1.S5produce words in response to prompts
this lesson is contributing to 1.UE7use personal subject pronouns to identify things
1.L3 recognise with support simple greetings recognise the spoken
Use personal pronounsI, you, he, she, we, they to identify things
learnersname 6-9 words;
learners pronounce all the words correctly.
Value links Educationthroughout life
Cross-curricularlinks The world around us
ICT skills Using videos, working with URLs
Previous learning Personal pronouns I am He/she/it is, possessive adjectives my his

her, numbers 1 – 10 to talk about age from Unit 1, initial consonant
letters, adjectives big small from Unit 2
Plan
Beginning
Teacher greets students; students respond to greeting and
5mins
take their places.
Warming up
Teacher asks students “How are you?” to find out their PPP slide 3
of the smiles they have on their handouts, saying “I am
happy/sad….etc.” https://www.youtu
Introduce lesson objectives to the students. be.com/watch?
Students watch a video and sing a greeting song: Hello! v=fN1Cyr0ZK9M
Can you clap your hands? / Can you stretch up high?/
Can you touch your toes?/ Can you turn around?/ Can
you say ‘Hello!’/ Can you stamp your feet?/ Can you clap
your hands?
Middle Personal pronouns - Revision (5) PPP slide 7
25mins In order to revise pronouns, teacher demonstrates a slide
with pronouns. Students read them,teacher provides
support if need be. Students explain by means of gestures
or pointing at their peers of corresponding sex.
Family members (20)

In order to revise the words on the topic “My family” PPP, A4 paper,
teacher demonstrates a couple of slides with coloured pencils,
pictures/silhouettes of family members. Students look at markers
the pictures and name family members:
mother/father/sister.
Then each student gets a paper with a title “My
mother/father/sister, etc.” Depending on the title students
should draw their family member and later present
him/her to the whole class saying simple pattern “This is
my… His/her name is…”
Students provide feedback to their peers using ‘Thumbs
Up’ feedback.
Teacher draws students’ attention to the pronunciation of
the vocabulary on the topic “My family”. Students repeat
after the teacher. Teacher nominates students to
pronounce words of the lesson and monitors students’
pronunciation.
Teacher demonstrates cards on the wall “25%, 50%, 75%,

100%”and tells students: “ If you think you achieved the
lesson objective 100% , choose the card 100%, if you
think you achieved the lesson objectives 50 % choose
50%.” Students make choice and ask questions related to
the topic of the lesson if any. Teacher monitors students’
learning.
End Good bye song https://www.youtu
be.com/watch?v=-
10mins Teacher pronounces the following lines from the song and
EJGW7QVG2s
asks students to repeat these lines:
See you later, alligator!
After a while, crocodile!
Good bye, butterfly!
See you again next time!
Students repeat each line twice. After that teacher plays a
good bye song with these lines. Students listen and sing
along.
Differentiation – how do you plan to Assessment – Health and safety check
give more support? How do you plan how are you ICT links
to challenge the more able learners? planning to
check learners’
Less able students – greater support by learning?
through  Work with the SMART board not
means of prompts, visuals or writing observation more than 10 minutes
difficult words on the blackboard  Make a dynamic break in the
More able students – independent work middle of the lesson
on definite tasks with little/no support  Monitor classroom space when
students start moving around
 Use water based markers
While group or pair work more able
 Check sockets’ safety
students can also provide less able
students with additional support
Reflection
Were the lesson objectives/learning objectives
realistic?
Did I stick to timings? What changes did I make
Summary evaluation
1:
2:
1:
2:
LESSON: School:
Date: Teacher name:

Learning objectives(s) that 1.S5 produce words in response to prompts
this lesson is contributing to 1.UE7 use personal subject pronouns to identify things
1.L3 recognise with support simple greetings recognise the spoken
Use personal pronouns I, you, he, she, we, they to identify things
learnersname 6-9 words;
learners pronounce all the words correctly.
Value links Educationthroughout life
Cross-curricularlinks The world around us

Plan
Beginning
Teacher greets students; students respond to greeting and
5mins
take their places.
Warming up
Teacher asks students “How are you?” to find out their PPP Slide
of the smiles they see on the slide, saying “I am
happy/sad….etc.” https://www.youtub
Introduce lesson objectives to the students. e.com/watch?
Students watch a video and follow the instructions to v=ALcL3MuU4xQ
make a circle of different shapes and sizes. Students may
sing along whilst following the instructions of the song:
Make a circle big/ Make a circle small/ Make a circle
round/ Make a circle up/ down.
Middle Personal pronouns (10)
25mins Teacher pre-teaches “boy/girl” by means of showing PPP slides 4-5
pictures.Students repeat the words after the teacher
trying to memorize them and learn correct pronunciation.
Students write down the words into their copybooks.
After that teacher hands out cards with personal

pronouns to stick into copybooks and introduces Cards, PPP slide 6
personal pronouns I, you, he, she, we, they using no
translation but modelling. In order to check students’
learning teacher points at different students or groups of
students in the class and elicits pronouns.
Dynamic break (2) https://www.youtub
Students go to the carpet and have a dynamic break e.com/watch?
“Head, shoulders, knees & toes” v=h4eueDYPTIg
To be (13)
After that, teacher presents “to be” verb form (I am, he
is, etc.) and models a couple of examples: She is a girl. Cards
He is a boy. We are boys and girls. and asks students to
repeat the structures twice to memorize them.
Teacher nominates students to ask “Are /Is you/he/she a
boy or a girl?” Students answer “I am/ he/she is a
boy/girl” Each student answers 2-3 questions to
memorize usage of the verb “to be”
At the end students write down two example sentences
into their copybooks: I am a boy/girl. We are boys and
girls.
Teacher asks students to exchange copybooks and check
their peers’ works.
End The ladder of success PPP, slide 7
10mins Teacher goes back to the lesson objectives and offers
students to look at the ladder of the success and identify
which step each of them has reached by the end of the
lesson and explain why they think so (with teacher
support). https://www.youtub
Good bye song e.com/watch?
v=Xcws7UWWDEs
Students sing a good-bye song and danceto the tune
repeating the moves shown in the video
Differentiation – how do you plan Assessment – Health and safety check
to give more support? How do you how are you ICT links
plan to challenge the more able planning to
learners? check
learners’
learning?
Less able students – greater support through  Work with the SMART board not more
by means of prompts, visuals or observation than 10 minutes
writing difficult words on the  Make a dynamic break in the middle of
blackboard the lesson
support  Use water based markers
Reflection
realistic?
Summary evaluation
1:
2:
1:
2:
LESSON: Unit 3 My family and School:
friend
Family & friends: She is…/ He is
…/You are…/I’m…
Date: Teacher name:
CLASS: 1 Number absent:

Learning objectives(s) 1. UE 7 use present:
personal subject pronouns to identify things
that this lesson is 1. S5 produce words in response to prompts
contributing to 1. L3 recognise with support simple greetings recognise the spoken form
of a limited range of basic and everyday classroom words
 listen and repeat the words according to the topic “Family &
friends: She is…/ He is …/You are…/I’m…”
 recognise and name some words according to the topic “Family
& friends: She is…/ He is …/You are…/I’m…”
 name and use most of the words according to the topic “Family &
friends: She is…/ He is …/You are…/I’m…”
Previous learning Unit revision. My school
Plan
Planned timings Planned activities (replace the notes below with your Resources
planned activities)
Beginning Warm up
T. invites Ss to the circle and asks weaker Ss different kind
of questions (T. asks questions one by one and uses
pictures if it is needed. T. can prompt if Ss can’t understand
and answer) while stronger Ss are given pictures with Handouts-1
prompts to describe. e.g.:
1. Hello. How are you?
2. What is your name?
3. What is her/his name?
4. What colour is it? (yellow, blue, black, red, purple) Handouts-2
5. How many ...... have you got? (pens, books, rulers,
desks, pencils)
Handouts-3
6. What have you got in your bag? (pens, books, rulers,
desks, pencils)
7. What letter is this? (D,T,F,P,S,B) Handouts-4
Middle Main: `
 T. invites Ss to stand in a circle and demonstrates
the words I’m … You are … e.g.: I’m Assel, You
are Denis. The next S. turns to the neighbour S. and
says his/her name and next S’s name, e.g.: I’m
Denis You are Kira; I’m Kira, You are Masha, etc.
 T. presents new words using PPT: family, mummy,
daddy, brother, sister, baby when the words are PPT
presented, Ss should repeat after T. Then T.
explains the differences of He is and She is e.g.:
Mummy – she is, Daddy – he is, brother – he is,
sister – she is. Handouts of
 Then T. says to take finger puppets and finger family
demonstrates He is … She is… e.g.: He is Daddy,
She is Mummy, He is brother, She is sister, he is Handouts 1
baby. Handouts of
 T. divides Ss into pairs by favourite colours and finger family
asks them to sit together. T. gives finger puppets to
practice the words. T. explains that each S. should
https://www.youtu
show his/her finger puppets to his/her own partner
be.com/watch?
and say the word.
v=YJyNoFkud6g
 T. practices new phrases in the song about family
several times: -How do you do? -Where are you? -Here I
am
(T can give the translation of these phrases)
 Ss sing a song several times using their finger Handouts of
puppets. family book
At the end Ss sing it themselves without video support
using finger puppets.
 T. gives out a family book with the pictures of
rooms and different places and pictures of family
members. Ss should cut the pictures and glue them
on the appropriate page, e.g.: Mummy is in the
kitchen, Daddy is in the office, etc. But there is no
right place of pictures it depends on S’s
imagination. Let the Ss to work on their own.
End Plenary
All learners will revise new words using their ‘Family
book’. T. asks S. who finishes first to introduce his/her
book.
T. awards Ss with smiley faces
Differentiation – how do you Assessment – Cross-curricular links
plan to give more support? how are you Health and safety check
How do you plan to
planning to ICT links
challenge the more able
learners? check learners’ Values links
learning?
 When Ss work in a  When T asks  Maths – when Ss count school things
circle T. gives questions, Ss  Kazakh and Russian languages – when Ss name
different levelled task sing a song the family members
according to S’s and they do  Ss will be safely arranged and seated in front of
ability an activity in the monitor away from electrical outlets and
 Weaker Ss work with a circle cables.
T’s support  Family book  ICT links – when T. shows PPT and presents the
 Stronger Ss work on will be song
their own assessed by  Working in a circle Ss will develop their
smiley faces friendship and working with ‘Family book’ Ss
will develop their imagination and critical
thinking skills.
 Ss will appreciate their family and friends
LESSON: My Family and Friends- In My House School:
Skill: sequencing- The Napping House
Date: Teachers’ names:
CLASS: 1 Number present: Absent:
Learning objectives(s) that this 1.S1 make basic personal statements and simple statements about objects
lesson is contributing to
Lesson objectives  Sequence the characters in the story
Students will:  Name the characters and household items in English
Language objectives Learners will:

 listen to the story (The Napping House) which will be read aloud and
listen carefully and recognize when it is appropriate for them to
speak
 Speaking- Students will repeat and recall new English words after
the teacher
 Writing –Non-applicable for Grade 1 learners
Previous learning Learners were introduced to new vocabulary for household items in their
English subject area class.
Cross-Curricular Link Learners can apply sequencing in Math as well as in their Russian and
Kazakh classes.
Use of ICT E-book: The Napping House by Audrey Wood
Kazakh Culture Learners will compare the items in their homes with those in the book.
Pastoral Care Facilitating learning and development through teaching and guidance
Health and Safety Learners will be safely arranged and seated in front of the monitor away
from electrical outlets and cables.
Plan
planned activities)
5 mins Starter: Internet: e-book- The
Napping House by
Prior Knowledge- Audrey Wood
 Copies of each
 Ask learners if they share a bed with anyone (pet, character in the
sibling, Mom and Dad). book
30 mins  Encourage them to describe the size of their beds and  Glue
whether they are ever been squeezed.  scissors
 Worksheets with a
Main: blank house
 colors
Introduce the Book-
 Show learners the cover of the story and introduce the

title, the author and the illustrator.
 Ask learners if they think the book is real/non-fiction
or pretend/fiction.
Picture Walk-
 Take the learners on a picture walk through the book.

 Challenge the learners to look carefully at the
pictures.
 Point out to learners that on each page a new
person/animal gets onto the bed. Say the English
names of each item and have students repeat
 Stop at the page where the flea bites the cat.
Read-Aloud-
 Read the story using story props (the bed and all of
5 mins the people/animals) to tell the story.
 Have the children sit in a circle and give each child a
prop to hold.
 Direct each learner with a prop to bring his prop to the
middle of the circle at the appropriate time.
 Make Predictions- Have learners make predictions
about what they think will happen to all of the people
and animals on the bed.
 Learners will color and cut out each character from

the story and glue them on top of the bed in sequential
order as it occurred in the story.
Plenary
 Together, in a choral response, learners will name the

characters of the story in sequential order.
 Recall other household items.
Differentiation – how do you plan to give more Formative Assessment – how are you planning
support? How do you plan to challenge the more able to check students’ learning?
learners?
 Questions were formulated at all levels according Learners will cut out the characters from The
to Bloom’s Taxonomy levels Napping House and glue them on the bed in
sequential order.
Support:
 Questions that do not have right or wrong answers
Challenging:
 Evaluative questions which promote further
discussion.
Application questions that allow students to relate the
topic to their own lives and experiences.
Reflection:
Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the
learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I
make from my plan and why?
Summary evaluation:
1:
2:
1:
2:
LESSON: School:
Unit 3 My family and
friends
Date: Teacher name:

Theme of the lesson: My house
Learning objectives(s) 1.R3 recognise some very high frequency words from local
that this lesson is environment
contributing to 1.L3 recognise with support simple greetings recognise the spoken
Use “this is” structure to make statements about house rooms
Understand and follow teacher’s instructions
Pronounce 90% of words intelligibly
Success criteria Learners have met the learning objective (L3) if they can:
Understand and recognize 5-6 words
Cross-curricularlinks World cognition
ICT skills Using videos& pictures, working with URLs

Plan
Beginning Teacher greets students; students respond to greeting and take

their places.
5mins
Warming up
Teacher asks students “How are you?” to find out their mood
at the beginning of the lesson; students choose one of the PPP slide 3
smiles they see on the slide, saying “I am happy/sad….etc.”
Students get familiar with the lesson objectives. https://www.yo

utube.com/watc
Students watch a video and sing a greeting song h?
Hello, hello, can you clap your hands, v=ALcL3MuU
Hello, hello, can you clap your hands 4xQ
Can you stretch up high,
Can you touch your toes….
Middle In my house (R, W, P) (18)
30mins Revision:
- demonstrate a picture of a house PPP slide 4
- ask “What’s this”; students may read the answer from the
picture; if they cannot read and answer, help by reading the
sentence aloud
- in order to consolidate “this is” structure usage, play a song Video 4
“My house” and ask students to listen and sing along:
This is my house
My big, big house…
Whole class activity:

- provideeach student with a hand-out of “house rooms”
where they will be able to see a number of words denoting Hand-outs
rooms in the house
- give students a minute to look through all the words
- show a video which useschoral drilling for students to learn Video 3
how to pronounce these words correctly (bedroom, kitchen,
etc.) PPP slides 5-12
- ask students to listen to the speaker and repeat the words
Pair work:
- ask students to work in pairs and tell each other about their
own houses/flats namely which room there are in their
apartments using “there is/are” structure (i.e. There is a
bedroom in my house. There are two playrooms in my
house.)
- go from pair to pair and listen to students stories assisting if
necessary
- give students 3-5 mins to talk to each other
- in 5 mins give each student a praising sticker for their work.
Dynamic break (W) (2) https://www.yo

Students go to the carpet and have a dynamic break “Hockey utube.com/watc
pockey”: h?v=_rq--
You put one hand in QeiPuA
You put one hand out
You put one hand in
And you shake, shake, shake.
Tracing (I) (10)

Individual work:
Worksheets
- provide each student with a worksheet for tracing the words
on the topic “My house”
- set a time limit of 10 minutes
- monitor and assist if necessary
- in 10 minutes come to each student and assist his/her work
with help of a sticker (a smile – stick it on studens’ papers)
End Reflection PPP slide 2
5mins Ask students to look at lesson objectives they set at the
beginning of the lesson and think and say (with great teacher
support) if and they achieved these objectives or working
towards them and why
Good bye song
Students listen and sing a good-bye song:
See you later, alligator! https://www.yo
utube.com/watc
After a while, crocodile!
h?v=-
Good bye, butterfly! EJGW7QVG2s
See you again next time!
Differentiation – how do you Assessment – how Health and safety check
plan to give more support? are you planning ICT links
How do you plan to challenge to check learners’
the more able learners? learning?
Less able students – greater through  Work with the SMART board not
support by means of prompts, observation more than 10 minutes
visuals or writing difficult words  Use water based markers
on the blackboard  Ensure proper ventilation
More able students – independent
work on definite tasks with
little/no support
Reflection
Were the lesson objectives/learning objectives realistic?
Did I stick to timings? What changes did I make from
my plan and why?
Summary evaluation
1:
2:
1:
2:
LESSON : Unit 3 My School:
Family and Friends
In my house.
Date: Teacher name:
present:
1.UE11 use there is/are to make short statements
Learning
objectives(s) that 1.S3 pronounce basic words and expressions intelligibly
this lesson is 1.L3 recognise with support simple greetings
contributing to recognise the spoken form of a limited range of basic and everyday
classroom words

 use there is/are
 make their own sentences applying there is/are
Previous learning Family and friends vocabulary
ICT skills ICT specific vocabulary may be used
Value links School, classroom objects, numbers, colors
Previous learning Family
Success criteria Learners have met the learning objective (1.UE11 ) if they can:
use there is/are to make short statements
Cross curricular Maths, ICT , art
links
Pastoral Care Assure you met all learners’ social, emotional, behavioral and mental
needs
Plan
Planned Planned activities (replace the notes Resources
timings below with your planned activities)
Beginning ORGANIZATION Nursery Rhymes My Family

MOMENT/Greetings Songs with lyrics
10 minutes
1. Sing a song “My Family” http://www.youtube.com/watch?
(W) v=Y0tGsrr1yN4
2. Teacher pays children`s attention
to the house on the board. Poster of the house
This is a big house. There is a chair.
PPT
There are two windows.
https://www.google.ru/search?
newwindow=1&biw=1887&bih=
957&tbm=isch&sa=1&q=PICTU
RE+OF+A+HOUSE+FOR+KID
S
Middle DEMONSTRATION PPT

25 minutes Introduction of the parts of a house.
Worksheet #2
(IW) Teacher hands out worksheets to color
and write the name of each room
http://depositphotos.
Teacher points to a chair saying: com/8094250/stock-
There is a chair. Teacher points illustration-cartoon-family-icon-
to chairs saying: There are set.html
chairs. And she asks children to
guess what these words mean.
Example: There is a ruler. There
are rubbers.
Teacher hands out Worksheet #2 to
practice objects in a house using
structure there is/are.
PHYSICAL ACTION
Sing a song: Clap your hands, listen to
Posters, crayons, feltips.
the music, turn around, and jump up
Worksheet #1
high.
GROUPWORKING
In groups children draw a house and
there should be different objects or https://www.google.ru/search?
people in the house which are familiar q=draw+a+house+worksheet
for learners. After finishing their task,
learners demonstrate their house for
another group using there is/are.
Song
End Reflexion http://tune.pk/video/1795672/nurs
5 minutes Can you name the objects which you ery-rhymes-clap-your-hands
have at your house?
(W) SINGNING Worksheet
Sing a song “Good bye” https://www.google.ru/search?
q=draw+a+house+worksheet
The Goodbye Song for Children

http://www.youtube.com/watch?
v=Xcws7UWWDEs
Differentiation – how Assessment – how Cross-curricular links
do you plan to give are you planning to Health and safety check
more support? How check learners’ ICT links
do you plan to learning? Values links
 more support can  through  Environment
be given during questioning and  Art
elicitation, the redirecting of
instruction and questioning in
questioning phases feedback activities
of the lesson by
nominating learners  through
to answer items observation
relating to more
high frequency
vocabulary to build
confidence through
participation.
objectives/learnin
g objectives
realistic?
What did the
learners learn
today?
What was the
learning
atmosphere like?
Did my planned
differentiation
work well?
Summary evaluation
1:
2:
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next
lesson?
LESSON : Unit 3 Days of School:
the week
Date: Teacher`s name:

Learning objectives(s) 1.L3 recognize the spoken form of a limited range of basic and everyday
that this lesson is classroom words
contributing to 1.R1 recognize initial letters in names and places
1.S1 make basic personal statements and simple statements about objects
 Name 7 days of the week with support
 Recognise days of the week
 Name 7 days of the week with some support
 Name 7 days of the week
Previous learning In my house
ICT skills Projector
Previous learning House vocabulary, alphabet letters
Cross curricular links Science
Plan
Beginning Greeting, Warm up:
10 min Greet the students. "Hello!"/"Good

morning!"/"Good afternoon!"
(W) “What`s your name? How are you?”
As a warming up, have learners remember the
letters of the alphabet
ABCDEFGHIJKLMNOPQRSTU and name them.
Ask learners to name any words they remember
which start from these letters
“ABCDEFGHIJKLMNOPQRSTU”.
Middle Pay learners’ attention to the board and ask PPT

the day.
15 min
Today is Thursday.
(IW) Show the days of the week on PPT
As a whole class practice pronunciation of the

words.
Formative assessment:
 Teacher hands out the worksheets and Break video

explains the task.
 Whole class feedback
 Give stickers to those who did everything
correct. Worksheet #2
Differentiation: Less capable learners are asked
to write 3-4 days of the week.
Dynamic break:
 Learners stand up in a big circle and
follow the movements.
10 min
Writing:
(IW) Worksheet #3
Write the days of the week in the correct order.
End Closing/Reflexion
 Ask learners what days they remember?
5 min  Show days cards and ask what day was
difficult/easy to remember.
plan to give more support? are you planning Health and safety check
How do you plan to challenge to check learners’ ICT links
 more support can be  through
given during elicitation, assessment  Art
instruction and task  Social studies
questioning phases of  through
the lesson by observation
nominating learners to
more high frequency
vocabulary to build
confidence through
participation.
objectives/learning
today?
atmosphere like?
Did my planned
LESSON: School:
Unit 3 Days of the week
Date: Teacher`s name:

Learning objectives(s) 1.L3 recognize the spoken form of a limited range of basic and everyday
that this lesson is classroom words
contributing to 1.S1 make basic personal statements and simple statements about objects
 Name 7 days of the week with support

 Name 7 days of the week with some support
 Name 7 days of the week
Previous learning In my house
ICT skills Projector
Previous learning House vocabulary, alphabet letters
Cross curricular links Science
Plan
Beginning Greeting, Warm up:
10 min Greet the students. "Hello!"/"Good

morning!"/"Good afternoon!"
(W) “What`s your name? How are you?” https://www.youtube.com/wa
As a warming up, have learners remember the tch?v=hq3yfQnllfQ
letters of the alphabet and sing a song.
Ask learners to name any words they remember
which start from these letters
Middle  Introduce the topic of the lesson, have PPT

learners look at the board.
15 min
(IW) Today is Tuesday.
Demonstrate the days of the week.
song “Days of the week”
tch?v=mmKFEqw-
MkE&index=2&list=RD941e
6RnP4EQ
Worksheet #1
As a whole class practice pronunciation of the
words.
 Learners watch a video about 7 days of the
week.
 Give learners worksheets to glue into their Break video
vocabularies.
Dynamic break:
10 min  Learners stand up in a big circle and
(IW) follow the movements.
Overwriting practice.
Worksheet #2
 Check learners’ writings and give them Worksheet #3

stickers.
If time allows: pass out 7 days of the week to 7
pupils and ask them to stand in a correct order.
Change the learners after each practice.
End Closing/Reflexion
 Ask learners what days they remember?
5 min  Show days cards and ask what day was
difficult/easy to remember.
plan to give more support? are you planning Health and safety check
How do you plan to challenge to check learners’ ICT links
 more support can be  through
given during elicitation, assessment  Art
instruction and task  Social studies
questioning phases of  through
the lesson by observation
nominating learners to
more high frequency
vocabulary to build
confidence through
participation.
objectives/learning
today?
atmosphere like?
Did my planned
LESSON: Unit 3 My family & School:
friends
Days of the week
Date: Teacher name:

Learning objectives(s) present:
1.L3 recognise with support simple greetings
that this lesson is recognise the spoken form of a limited range of basic and everyday
1.R1 recognise initial letters in names and places
 listen and repeat the words according to the topic Days of the week
 recognise and name some words according to the topic Days of the
week
 name and use most of the words according to the topic Days of the
week
Previous learning In my house: There is / There are / Is there /Are there…? Yes/No
Plan
planned activities)
Beginning Warm up
 T. asks every S. to take his/her pencil case and
https://www.youtub
eraser then T. shows the video for prepositions. Ss
e.com/watch?
should repeat actions and words after the video.
v=8F0NYBBKczM
After Ss should show the same positions of things
without video support. Stronger Ss can answer the
question “Where is it?”
 T. gives different pictures for each S. Ss should give
a full sentence using there is / there are and Flashcards
prepositions in, on and under, e.g. There is a bag
near the chair, etc.
Middle Main:
 T. shows PPT to present days of the week. Days are PPT
presented by the actions, e.g.: Monday - I get up,
Tuesday - I wash my face, Wednesday - I do my
hair, Thursday - I put on my clothes, Friday - I go
to school, Saturday - I play with my friends and
Sunday - I sleep. (T. should use gestures to show all
actions)
 T. just says the days of the week without PPT Ss
should show the appropriate action.
Physical training https://www.youtub
 T. shows the video about the days of the week and e.com/watch?
Ss should sing along the song and do the actions v=36n93jvjkDs
together with T.
 T. asks one S. to come to the board and show one
action the others should guess the day of the week,
e.g.: - I get up (Monday)
- I wash my face (Tuesday)
- I do my hair (Wednesday)
- I put on my clothes (Thursday)
- I go to school (Friday)
- I play with my friends (Saturday)
- I sleep (Sunday)
Time for creativity
 Ss are divided into groups of four or five by
choosing shapes to make a Days of the Week
collage. T. provides learners with a week calendar, Posters to make a
glue/tape and a range of different images to cut out collage
and stick on different days [images e.g. school
subjects/activities, shopping, special foods, football,
cinema, cleaning, TV etc.]. Both groups are given
the same equipment and Ss should work using their
creativity and collaborative ability.
 T. invites one group stand in front of their collage
and gives one sample sentence, e.g.: Saturday is
football day, etc. Stronger Ss is allowed to say the
full sentence about one of the days, e.g. Tuesday is
English day etc. However, weaker Ss can say only
the name of the day. In both cases Ss will achieve
lesson objectives.
End Plenary PPT or song
All learners will name the days of the week when T. shows
PPT
T. gives worksheets of FA for the days of the week. The
task is to copy the days of the week as in the example Worksheets
according to the teacher’s instruction.
Differentiation – how do you Assessment – Cross-curricular links
plan to give more support? Howhow are you Health and safety check
do you plan to challenge the
planning to ICT links
more able learners?
check learners’ Values links
learning?
 Weaker Ss work with  In warm up  Ss will be safely arranged and seated in front of
T’s support activities, the monitor away from electrical outlets and
 Stronger Ss work on when they cables.
their own work in  Working in groups Ss will become more tolerant
 more support can be groups, make to each other and respect each other’s opinions
given during elicitation, and present  The topic itself teaches Ss to be accurate,
instruction and their collage disciplined, responsible and punctual towards
questioning phases of the and do the their actions and people surrounding them
lesson by nominating FA
learners to answer items
relating to more high
frequency vocabulary to
build confidence through
participation.
 more able learners will
be challenged by
prompting their groups
to develop more
elaborate parts of the
bodyt to narrate.
LESSON: Unit 2 My school School:
Classroom objects and classroom actions
Date: Teacher name:

Learning objectives(s) that this 1.L1 recognise short instructions for
lesson is contributing to basic classroom routines spoken slowly and distinctly
objects
 listen and repeat the names of classroom objects and actions
 say and recognize verbs
 recognise and name some classroom objects
 say and recognize verbs without mistakes
 recognise and name all classroom objects
 make word combinations with verb + objects
Previous learning Numbers 1-10
Plan
Beginning ORGANISATION MOMENT:
 T. gathers Ss in a circle and asks to hold each
other’s hands. In a circle T. and Ss say ‘Hello’
three times altogether.
 In a circle T. asks Ss to count from 1-10 every S.
says one number and it is his/her own number. (if
there are more than 10 Ss they can count again) Ss
should not forget it. As soon as T. says the
number that S. who hears his / her own number
should go to his /her new place with prepared
task on it.
 T. should prepare all ten coloured numbers before
Flashcards with
the lesson and put on each S’s desk, so that
coloured numbers
numbers and colours could be raised by three or
four Ss only, according to T’s instruction. T.
checks both the colour and number of Ss’
understanding and applying, e.g.: S-1 has green
ten, yellow eight, red three. S-2 has green three,
yellow ten, red eight. S-3 has pink two, purple
nine, orange five etc. Only 3 Ss have the same
coloured numbers.
Middle MAIN:
 T. asks Ss to come to the board and take 1 candy
from the box. There are 12 candies of 6 different Candies
types in the box. Ss should show their candies and
find out their partner with the same type of candy
with whom he/she will work in a pair.
 T. suggests guessing the topic of the lesson giving Puzzled cards: a book,
puzzles of school things: a book, a bag, a school, a a bag, a school, a
ruler, a desk & a chair. Ss work in pairs. When Ss desk, a chair, a ruler
finish gathering their puzzles they may say the
word in English, Kazakh or Russian.
PPT: classroom
 T. demonstrates new words of the lesson using objects.
PPT of classroom objects and Ss should repeat
after T.: desk chair book pen bag ruler school
etc
Pictures of classroom
 There are flashcards with the new words in objects
different places of the classroom. Ss do actions
according to T’s instruction “Boys go to the ruler,
girls go to the desk” Then girls say to boys & vice Worksheet
versa. (T. can award Ss with candies, stickers,
smiles etc.)
 Ss are given worksheets with classroom objects to
colour according T’s instruction (formative
assessment) T. should say the number, colour and
object. In each line there are two correct answers,
e.g.: number 1 (pause) book is blue, T. should
give time to find the number and object also time
to colour it. Instructions could be repeated
according to the Ss’ need.
 T’s instruction (keys):
1- Blue book
2- Green bag
3- Orange pen
4- Red book
5- Black ruler
6- Yellow pen
7- Grey desk
8- White ruler
9- Brown bag
10- Pink desk
End Ss practice saying classroom objects in English when Pictures
T. shows the picture.
Differentiation – how do you plan Assessment – how are you Cross-curricular links
to give more support? How do you planning to check learners’ Health and safety check
plan to challenge the more able learning? ICT links
learners? Values links
 Create mixed ability pairs  through questioning and  Music, Art & Math
the redirecting of  Formative assessment and
questioning in feedback warming up activity develop
activities Ss’ critical thinking skills
and understanding about
 through observation in
academic honesty
pair & group work
 Ss will become more careful
 through formative towards their school things
assessment
 White board is used no more
than 5 minutes
School:
Long-term plan unit: My School
Date: Teacher name:
Theme of the lesson: Adjectives
Learning objectives(s) that this 1.L1 Recognise short instructions for basic classroom routines spoken
lesson is contributing to slowly and distinctly

Identify at least three new words in context at the end of the lesson
Success criteria 1. Follow directions the first time

2. Pronounce the words given clearly
3. Identify and translate words
4. Associate each new word with a movement or a position
Value links Positive behaviours: students will be praised specifically and
rewarded appropriately for effort, correct answers, and obeying the
teacher promptly.
Cross curricular links Physical movement and training: moving to words and music
Mathematics: numbers 0-10
Science: animal names as possible
ICT skills None
Previous learning Numbers, colours, objects
Plan
Beginning Revise prior teaching: colours, numbers, objects

students know. Use student pictures and Primary
Colours book to revise.
Middle Revise with cards quickly PPT
Show PPT for new words, demonstrate words, allow
students to offer translations if they can
Use sheets for new cards to review learning
Show video http://www.youtube.

com/watch?v
 Use students bodies to review newly introduced =_7YvMB7pa70
adjectives (long, short, full, empty, etc.) from
video
 Practice additional adjectives from video https://www.youtube.
com/ watch?
 Invite children to come forward, make a line
 Show second video, have children move v=Vgyer0IauyQ
according to song
 Do “Hokey Pokey” adjusting words as needed
You put your left foot in,
You put your left foot out,
You put your left foot in
And you shake it all about,
You do the hokey pokey (wiggle hands in the air)
And you turn yourself around (spin once)
That’s what it’s all about! (clap 2x)
(Change left to right, foot to hand, use nose,
head, body, etc.)
 Read “Ten Apples Up On Top”, have students

count apples, translate as they can, react and
predict as we go along
book
End Plenary: Teacher provides word, students respond
with correct action.
Differentiation – how do you plan Assessment – how are you Health and safety check
to give more support? How do you planning to check learners’ ICT links
plan to challenge the more able learning?
learners?
More able learners will be invited to Each student will give 3
read some of the words, struggling correct responses at the end
learners will be given additional of the lesson
practice during the lesson
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson.
objectives realistic? Did all learners
achieve the LO?
If not, why?
Did my planned differentiation work
well?
plan and why?
Summary evaluation
1:
2:
1:
2:
What have I learned from this lesson about the class or achievements/difficulties of individuals that
will inform my next lesson?
Long-term plan unit: School:

Unit 2 My school
Date: Teacher name:

Theme of the lesson: Initial letters
Learning objectives(s) that 1.R1 recognise initial letters in names and places
this lesson is contributing to 1.W2 form some lower case letters of regular size and shape

Sound letters of the alphabet
Recognize the majority of letters
Success criteria Learners have met the learning objective (R1) if they can:
Identify 5 or more letters.
Cross-curricular links ICT, art
Previous learning Vocabulary knowledge from Unit 1, basic colours and numbers 1-10
Plan

Teacher greets students; students respond to greeting and take
5 mins
their places.
Warming up
Teacher asks students “How are you?” to find out their mood at
the beginning of the lesson; students choose one of the smiles
they have on their handouts, saying “I am happy/sad….etc.” PPT Slide
Middle Revising the ABС (18) (D, W, G)
30 mins Demonstration / Whole-class activity: https://www.youtube.
- inform students that they are going to watch the 1st 2 mins of com/watch?v=R-
the video about the ABC and ask them to repeat after the speaker 3nQX8EE8o
- demonstrate flash cards to students and ask them to name letters ABC Flash cards
Group work: (FA)
- split the class into 2 teams
- take two different sets of ABC flashcards and mix each of them; 2 sets of ABC Flash
after provide each group with one set of cards cards
- set a time limit of 7 mins and explain the task - to try and put
mixed letters in the correct order (from A to Z)
- monitor students’ progress and assist if necessary
- in 7 minutes ask groups to present their results
- groups feedback to peers’ presentations, identifying one good
point and one area for improvement.
- play the song from the beginning of the lesson again in order to
check if they did everything correctly as well as consolidate.
Dynamic break (W) (2) https://www.youtube.

Whole-class activity: com/watch?v=R-
Ask students to stand up, go to the carpet and repeat the moves 3nQX8EE8o
shown in the video for dynamic break “Head, shoulders, knees &
toes”
Tracing letters (10) (I)
Individual work (with extension to home task if necessary): https://www.youtube.
- provide each student with a worksheet for tracing letters A-Z com/watch?
- explain that students should first trace the letters and then try to v=h4eueDYPTIg
write letters themselves on the space provided
- remind that students should use pens only
- set a time limit of 10 minutes; monitor students’ progress and Worksheets
assist if necessary
- when students finish, check and assess the work (orally or with
an appropriate sticker)
NOTE: if some students do not finish the exercise in class let
them take it as a home assignment and check it the next lesson
End Good bye song https://www.youtube.
5 mins Students sing a good-bye song and dance to the tune repeating the com/watch?
v=Xcws7UWWDEs
moves shown in the video
Smiling feedback
PPP Slide
Teacher asks students “How are you?” to find out their mood at
the end of the lesson, compare it to the initial mood students had
and make conclusion how the lesson influenced students and
why.
Differentiation – how do you plan to give Assessment – Health and safety check
more support? How do you plan to challenge how are you ICT links
the more able learners? planning to
check
learners’
learning?
Less able students – greater support by means of through  Work with the SMART board not
prompts, visuals or writing difficult words on the observation more than 10 minutes
blackboard  Make a dynamic break in the
More able students – independent work on middle of the lesson
definite tasks with little/no support  Monitor classroom space when
students start moving around
 Use water based markers
While group or pair work more able students can
also provide less able students with additional
support
Reflection
realistic? What did the learners learn today?
What was the learning atmosphere like? Did
my planned differentiation work well? Did I
stick to timings? What changes did I make from
my plan and why?
Summary evaluation
1:
2:
1:
2:
School:
Long-term plan unit: All About Me
Date: Teacher name:
Theme of the lesson Classroom objects (action verbs)
Learning objectives(s) that this 1.L1 recognise short instructions for basic classroom routines
lesson is contributing to spoken slowly and distinctly
1.S1 make basic personal statements and simple statements
about objects
 listen and repeat the names of classroom objects
 listen to and demonstrate verbs
 listen to and demonstrate verbs without mistakes
 make word combinations with verb + objects
Success criteria Complete the worksheet according to the teacher’s instruction
correctly (80%)
listen to and demonstrate verbs without mistakes
Value links Good citizenship and positive behavior
Cross curricular links Realia may represent cultural, historical images
ICT skills None
Previous learning Classroom objects
Plan
15 minutes ORGANISATION MOMENT: (BT: apply) Worksheets
 T. greets Ss
 Ss are given worksheets with classroom
objects to colour according T’s instruction
 Keys:
11- Blue book
12- Green bag
13- Orange pen
14- Red book
15- Black ruler
16- Yellow pen
17- Grey desk
18- White bag
19- Brown bag
20- Pink desk
Middle MAIN:
 Teacher demonstrates using realia: Visual aids: a book, a
15 mins - 20 open the door close the door open the book bag, a school, a desk,
minutes close the book open the window close the window a chair, a ruler
open the bag close the bag
 Teacher demonstrates a mime gesture to
go with each of the actions above. Ss stand
up near their desks and repeats T’s actions
and words
 Class is divided into two lines facing each
other. Teacher gives random instructions,
e.g. For the first group open the door but
for the second close the door etc. stand up
vs. sit down, and all learners perform the
mime. Teacher gradually speeds up with
instructions. Pictures (classroom
 Class is divided in two groups and given objects2pictures)
different kind of worksheets to find out the
correct one according to T’s instruction
e.g.: picture of open window, picture of
close window, open bag, close bag, open
book, close book, open door, close door,
stand up, sit down.
5  Learners practice saying classroom objects
minutes and verbs in English when T shows the
picture.
Differentiation – how do you Assessment – how are you Health and safety check
plan to give more support? How planning to check ICT links
do you plan to challenge the learners’ learning?
more able learners
Asking classmates to help, observe Worksheets completion Careful movement around the
individuals while working with the room
worksheet Boy-girl-boy-girl arrangement
within group division
School:
Long-term plan unit: All About Me
Date: Teacher name:
Theme of the lesson Classroom objecs
Learning objectives(s) 1.S1
that this lesson is make basic personal statements and simple statements about objects
contributing to 1.L1
recognise short instructions for
basic classroom routines spoken slowly and distinctly
 listen and repeat the names of classroom objects
Success criteria to name 5 classroom objects correctly
Value links Good citizenship and positive behavior

Cross curricular links Realia may represent cultural, historical images
ICT skills None
Previous learning Colours and numbers and greetings
Plan
Planned Planned activities (replace the notes below with Resources

timings your planned activities)
Beginning 1. Hello, how are you?
5 minutes 2. Review My/His/Her name is…
3. Teacher will invite Ss to stand in a circle and to
greet each other, to introduce each other,to count
from 1 up to 10 and back down:
Ss will try to guess the topic of the lesson looking Visual aids: a book, a
10 minutes pen, a bag, a rubber, a
at visual aids: a book, a pen, a bag, a rubber, a
ruler, a desk, a chair. ruler.
Middle Teacher will teach the names of the objects, use

10 min Vocabulary Cards. Get Ss to say the names after School objects cards
Teacher. Repeat this a few times. Then ask for
clors and numbers.
Ex: Show me four rulers. Show me tree pink
schoolbags.
5 minutes Teacher will have Ss form sentences like: This is
my pen. This is my book. And so on.
To practice the words:

10 min T will mime the action associated with
each word (“writing” with a pen or pencil,
“measuring” with a ruler, “reading” with a
book) he Ss should guess the objects.
Some ss could also mime for the whole
class.
End Ask students to show how many pink schoolbag

or pens we have and so on.
Differentiation – how do Assessment – how are you Health and safety check
you plan to give more planning to check ICT links
support? How do you learners’ learning?
plan to challenge the
more able learners
Learners who already Fact-based observation Careful movement around the

show fluency in the room
numbers 1-10 will be Boy-girl-boy-girl arrangement
encouraged to within sitting and standing
define/explain the concept circles to encourage positive
of zer behaviours like keeping hands
to self.
LESSON 10: School:

Unit 2 My school
Date: Teacher name:
Theme of the lesson: Classroom routines
Learning objectives(s) 1.S3 pronounce basic words and expressions intelligibly
that this lesson is 1.UE8 use imperative forms of common verbs related to classroom
contributing to routines
1.L1 recognise short instructions for basic classroom routines spoken
slowly and distinctly
Recognize the language of classroom routines: Open, close, sit
down, stand up, listen, read, write, look, go, sing, say.
Pronounce the majority of words on the topic intelligibly
give appropriate answers that are clear and intelligible in response to
prompts
Value links Education throughout life
Cross-curricular Classroom discipline, the world around us
links
Previous learning initial letters, classroom routines
Plan
Beginning
Teacher greets students; students respond to
5 mins
greeting and take their places.
Warming up A set of pictures
Teacher shows students pictures of the simple
actions verbs they learned the previous lesson:
Open, close, sit down, stand up, listen, read,
write, look, go, sing, say.
Students see a picture and name a word relating
to it.
Middle Modelling / guessing (10)
30 mins Students sit in circle on the carpet. Teacher calls
one student and whispers him/her a word that
he/she should then model in a way that other
students could guess it. Teacher monitors
students to identify areas that need improvement.
Tracing (10)
Teacher hands out worksheets with the following Worksheets
action verbs: listen read write sing say look open
close sit down stand up go sing. Students trace
the words thus learning to write in English.
Teacher monitors and assists if necessary.
Teacher pairs up students to peer assess their

partners’ writings.
Students provide feedback to their partners by
saying which words need attention and which are
fine.
Miming game (5)
Teacher names any action verbs so that to check
students understanding, students mime the action
verb. Teacher monitors student’s understanding.
Reflection (5)
Students go back to the lesson objectives and
identify what they did well as well as what needs
improvement.
End Good bye song https://www.youtube.com/w

atch?v=Xcws7UWWDEs
5 mins Students sing a good-bye song and dance to the
tune repeating the moves shown in the video
Smiling feedback PPP Slide
Teacher asks students “How are you?” to find
out their mood at the end of the lesson, compares
it to the initial mood students had and makes
conclusion how the lesson influenced students
and why.
Differentiation – how do you plan Assessmen Health and safety check
to give more support? How do you t – how ICT links
plan to challenge the more able are you
learners? planning
to check
learners’
Less able students – greater support learning?
through  Work with the SMART board not more
by means of prompts, visuals or observatio than 10 minutes
writing difficult words on the n  Make a dynamic break in the middle of
blackboard the lesson
Reflection
realistic?
Did I stick to timings? What changes did I
make from my plan and why?
Summary evaluation
1:
2:
1:
2:
LESSON School:
Unit 2 My school
Date: Teacher name:
Theme of the lesson: Classroom routines
Learning objectives(s) that 1.S3 pronounce basic words and expressions intelligibly
this lesson is contributing to 1.UE8 use imperative forms of common verbs related to classroom
routines
1.L1 recognise short instructions for basic classroom routines spoken
slowly and distinctly
Recognize the language of classroom routines (listen read write
sing say look open close sit down stand up go find sing)
Pronounce the majority of words (10 out of 13) on the topic
intelligibly
Giveappropriate answers that are clear and intelligible in response to
prompts.
Cross-curricular Classroom discipline
links
Previous learning initial letters
Plan
Beginning Teacher greets students;Students respond to

greeting and take their places.
5mins
Warming up
Students watch the video about the English https://www.youtube.com/w
alphabet in order to remember and revise the atch?v=R-3nQX8EE8o
letters. While watching students may sing along.
Middle Introduction (10)

30mins Teacher pre-teaches and models following action
verbs with simple mime gesture:listen read
write sing say look open close sit down
stand up go find sing
Reading / drilling pronunciation (10)
Teacher shows cards with the words taught Cards with words
before and pronounces each word;
Students repeat each word thrice thus drilling
pronunciation.
Teacher shows the cards again and students try to
recognize the letters and read the words.
Teacher monitors so that to identify the words
and letters students struggle with.
Matching (10)
Students get worksheets with pictures and words
on the topic “Classroom routines”. Worksheets
Working in pairs students discuss and match

pictures to words.
In 7 minutes overall check is done.Pairs

exchange their worksheets for peer check and
assessment with teacher support (teacher
demonstrates correct answers on the board and
also reads them aloud for students to memorize
correct pronunciation).
Self-assessment
Students achieved the lesson objective
“Recognize the language of classroom routines”
if they gave 10 and more correct answers.
End Good bye song https://www.youtube.com/w
atch?v=Xcws7UWWDEs
5 mins Students sing a good-bye song and danceto the
tune repeating the moves shown in the video
Smiling feedback
Teacher asks students “How are you?” to find
out their mood at the end of the lesson, compare PPP Slide
it to the initial mood students had and makes
conclusion how the lesson influenced students
and why.
Differentiation – how do you plan Assessmen Health and safety check
to give more support? How do you t – how ICT links
plan to challenge the more able are you
learners? planning
to check
learners’
Less able students – greater support learning?
through  Work with the SMART board not more
by means of prompts, visuals or observation than 10 minutes
writing difficult words on the  Make a dynamic break in the middle of the
blackboard lesson
Reflection
realistic?
Summary evaluation
1:
2:
1:
2:
LESSON : Unit 2 School:
My school. Describing things.
Date: Teacher name:

present:
Learning objectives(s)
that this lesson is objects
contributing to 1.UE3 use basic adjectives and colours to say what
someone/something is or has
 listen and repeat two adjectives and seven colours of six
classroom objects
 Listen to simple songs.
 recognise and describe six classroom objects

 recognise and describe ten classroom objects
Previous learning Classroom objects
Value links: Respect, Cooperation
Cross-Curricular Link Science
Intercultural awareness Classroom objects in different countries
Kazakh culture Classroom objects in Kazakhstan and Kokshetau
Health and Safety Make sure power cords/outlets are not a tripping hazard
Everyday classroom precautions
Plan
Planned timings Planned activities (replace the notes Resources
below with your planned activities)
Beginning ORGANIZATION MOMENT

5-10 min  Greet learners and ask them take
(W) their places;
 Have speech drill asking daily
questions;
- Sing “can you help me” song as a https://www.youtube.com/wat
class, create positive and friendly ch?v=5P-89FdwlGc
atmosphere.
Middle DEMONSTRATION https://www.youtube.com/wat
15 -25 1. Teacher demonstrates long/short using ch?v=gOeEVx9QREg
minutes projected visual images.
2. Teacher models: ‘It’s a long/short ...’ e.g.
It’s a long green pencil.
3. Teacher nominates a learner to say PPT

what projected image is.
- Pass out things description

worksheet to write whether the
Worksheet 1
things big/small/long/short;
- Show classroom objects and
encourage learners to name things
using colors, adjectives.
 Listening:
- Pass out listening worksheet; Listening worksheet
- Ask learners to listen and follow the
instructions:
- Short ruler is yellow;
- Big bag is blue;
- Small chair is pink
- Long ruler is green..
Differentiation by support: less confident
students work with teacher’s assisstance
End REFLECTION
3-5 Teacher gives comments about learners
minutes work and awards learners.
Differentiation – how do Assessmen Cross-curricular links
you plan to give more t – how are Health and safety check
support? How do you plan you ICT links
to challenge the more able planning Values links
learners? to check
learners’
 Create mixed ability learning?  Music
 through
groups for speaking observat
activity. ion
group
work
 through
assessm
ent
game
objectives/learning
learn today?
atmosphere like?
Did my planned
differentiation work
well?
What changes did I
make from my plan
and why?
Summary evaluation
1:
2:
1:
2:

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Lesson plan

Short-term plan unit: School: Aktuma OM

Lesson objectives All learners will be able to:

Time Planned activities Resources

Date: 09.09.2021 Teacher names: Akylbekova P.B.

CLASS: 1 Number present: absent:

Sing Hello Song (Bea) Bea’s Hello Song:

REVIEW: Have all students raise pencils to review

Date: Teachers’ names:

CLASS: 1 Number present: Absent:

 Ask learners which colors they can already say in

Picture Walk- Pre-cut colored

 Take the colored circles (prearrange the colors in

 Review and have learners identify the

Long-term plan unit: School: Aktuma OM

Lesson objectives All learners will be able to:

Time Planned activities Resources

YELLOW BLACK GREEN BLUE ORANGE BEIGE

CLASS: 1 Number present: absent:

Sing Hello Song (Bea) Bea’s Hello Song:

REVIEW: Have all students raise pencils to review

CLASS: 1 Number present: absent:

Some learners will be able to:

The topic of the lesson is...

Children: Apple is green Orange is orange

Ice-cream is white Taxi is yellow

Teacher: You can see colors in the Art room.

Teacher: Now we are going to practice to say

Teacher: You can see colours in the Library.

End REFLECTION Crayons, worksheets

 through questioning and  Cross curricular link with

Long-term plan unit: School:

Lesson objectives All learners will be able to:

Time Planned activities Resources

Use of ICT PPT, video

Intercultural awareness The role of family in modern world

Kazakh culture The role of family in Kazakhstani society

Beginning Greeting, Warm Up and Letters

 Practice: Trace the letters in each row to

End Closing Reflection/Self-Assessment & Goodbye Goodbye Song Video

 Using the same thumbs up motions, ask

 Students stand up and sing the goodbye

Use of ICT PPT, video

Intercultural awareness The role of family in modern world

Kazakh culture The role of family in Kazakhstani society

Beginning Greeting, Warm Up and Letters

 Sing a song “English Alphabet”

Students stand up and sing the goodbye song.

Date: Teacher name:

Beginning Teacher greets students; students respond to greeting and

Dynamic break (W) (2)

Whole class activity: https://www.youtube.c

In my house (I, P) (13) An outline of a house

Date: Teacher name:

Previous learning Personal pronouns I am He/she/it is, possessive adjectives my his

Family members (20)

Teacher demonstrates cards on the wall “25%, 50%, 75%,

Date: Teacher name:

Previous learning Personal pronouns I am He/she/it is, possessive adjectives my his

After that teacher hands out cards with personal

Date: Teacher name:

CLASS: 1 Number absent:

Date: Teachers’ names: