1 Teachers Book

Нярминя Ялийева
Эцлшян Щцсейнова
Ряфигя Ялийева
Цмумтящсил мяктябляринин 1-ъi синфи цчцн

“Инэилис дили” (ясас хариъи дил кими) фянни цзря
МЦЯЛЛИМ ЦЧЦН МЕТОДИК ВЯСАИТ
Азярбайъан Республикасы Тящсил Назирлийинин

24.05.2016-cы ил тарихли 354 нюмряли ямри иля
тясдиг едилмишдир.
Нярминя Ялийева, Эцлшян Щцсейнова, Ряфигя Ялийева
Цмумтящсил мяктябляринин 1-ci ñèíôè ö÷öí
“Инэилис дили” (ясас хариъи дил кими) фянни цзря mцяллим цчцн методик вясаит
Бакы, “Шярг-Гярб” Няшриййаты, 2016, 56 сящ.
ЫСБН 978-9952-509-01-4
Елми редактор: Эцлнар Щцсейнзадя,

педагожи елмляр доктору, профессор
Ряйчиляр: Яфган Абдуллайев,

филолоэийа елмляри доктору, профессор
Мяъид Ялийев,
педагоэика цзря фялсяфя доктору, досент
Ìöÿëëèì ö÷öí ìåòîäèê âÿñàèòëÿ áàüëû ðÿé, èðàä âÿ òÿêëèôëÿðèí èíôî@eastwest.az âÿ äåðñëèê@åäó.ýîâ.àç åëåêòðîí öíâàíëàðà ýþíäÿðèëìÿñè
õàùèø îëóíóð. ßìÿêäàøëûüûíûç ö÷öí ÿââÿëúÿäÿí òÿøÿêêöð åäèðèê!
Ìöÿëëèôëèê ùöãóãëàðû ãîðóíóð. Õöñóñè èúàçÿ îëìàäàí áó íÿøðè âÿ éàõóä îíóí ùÿð ùàíñû ùèññÿñèíè éåíèäÿí ÷àï åòäèðìÿê, ñóðÿòèíè ÷ûõàðìàã,
åëåêòðîí èíôîðìàñèéà âàñèòÿëÿðè èëÿ éàéìàã ãàíóíà çèääèð.
© Азярбайъан Республикасы Тящсил Назирлийи, 2016

Dear Teacher,
Welcome to the new school year. This year will be very special for your students,
and you can help them enjoy learning English in very simple ways.
At the very beginning many teachers of the 1st graders get confused when to use the
mother tongue and when to use English in a classroom. For sure it can seem one of
the hardest decisions to make. Many writers recommend that teachers should only use
English – that the mother tongue, in other words, should not be allowed.
There is, of course, a danger in using native language – that the children will hear
very little English. Every situation is unique, but a general principle might be to try
to use English as much as possible – without producing confused, worried or bored
learners.
Here are some practical ideas which can be helpful.
Give instructions in English, but repeat them in the mother tongue. After a while,
you could give an English instruction and get the children to say it in the mother
tongue, so that you know they have understood.
Give instructions in English, but try to use as much gesture as possible to make the
meaning clear. In the craft activities, for example, the children can hear an
instruction in English and see what it means.
Give instructions in English, but allow time for the children to “process” the language
before you give another instruction. Comprehension is improved by giving the
children time between statements, not by speaking more slowly.
Only use the mother tongue at certain times. For example, when you are previewing
or when you are helping the children to understand something new.
•Try to use the same language again and again. The “Classroom language” section in the
teaching notes for each unit gives examples.
Teach the children the meaning of classroom language that you will use a lot. For
example: Work in pairs. Open your book. Listen and follow. You could put a poster on
the wall which will express common phrases that you use. When you give an
instruction, you can then point to the poster at the same time.
•Teach the children some phrases that they can use. For example: I don’t understand.
Please say it again. I can’t hear. What’s the English for..?
In teaching English to 1st graders games are a very important part of a successful
route to language learning for young learners. They are useful in a number of ways:
in maintaining motivation, in giving a natural context for using English and in
providing variety within a lesson. Let’s see some useful practical ideas below.
While the children enjoy the “game” aspect of the activity, it is important that they
understand that it is not just for fun. Before you start a game, explain how it will
help them to learn. For example, “We can play a game now. This will help you
remember the new words’.
•There are activities section in the Teacher’s Book which include some games that you
can play with the class, and some notes on using games. A reference to a suitable
game is given in the teaching notes for many units.
It is important to ensure that all the children understand how to play the game.
Explain in English and the mother tongue, and then get the children tell you how to
play. Also, demonstrate with some children in front of the class.
•After you have played a game successfully, you can ask the children to suggest
variations on the game, or to suggest new games. You could have a “suggestion box”
in class for this.
Include a game in different parts of the lesson – not always at the end. A game
shouldn’t be seen as a “reward” for hard work, but another way of learning.
After the children have played a game, ask them if they liked it, how they could play
it better, or how they would improve on it.
3
Games can get out of hand! It is important to make sure that the children don’t get
too excited, or you may find that you have discipline problems which will destroy
something that is intended to be enjoyable. When they are playing a game, go around
the class and maintain a lively but purposeful atmosphere. If some children become
extremely noisy, stop the game and calm them down.
Large classes of 25+ children require careful classroom management strategies to
ensure that the children are involved in the tasks and can hear the recording, and can
see the board and you! Large classes often create two kinds of problem – the first is
discipline and the second is non-involvement which leads to lack of motivation.
Discipline problems may arise in large classes because children may recognise that
English lessons are perhaps different in style and approach from other lessons and
may feel that their behaviour can be less disciplined, without the teacher seeing what
they are doing. It is important to establish that although there are “fun” activities in
English lessons, they are important for learning and can be more fun if everyone can
hear the teacher and understand what is happening. Motivation problems often come
about because some children feel lost and alone in a large class, without any personal
contact with the teacher. This is especially true if the children are slightly deaf or
have poor eyesight, or have special needs.
Both of these aspects mean that it is important to find ways of “breaking down” the
size of a large class and to make personal contact more possible.
Good luck with your teaching!
English 1 set has been designed of STUDENT’S BOOK and TEACHER’S BOOK to
teach English in accordance with the national curriculum requirements based on
communicative approach to develop oral speech skills in the junior stage to the pupils
of the first grade. It has been designed to provide the initial conversational models of
the English language through stimulating and enjoyable practice. The authors have
compiled the materials so that to achieve practical language skills. Modern teaching
technology and methodology have been considered in the course to achieve effective
results.
STUDENT’S BOOK (SB)
According to the newly developed curriculum there are four content lines in teaching
English: listening, speaking, reading and writing. But the first grade SB has been
designed on the two content lines: listening and speaking.
The new language material is presented in the Student’s Book only through pictures.
There is neither the word nor translation of the words or sentences. The meaning of
the words and sentences are explained through the pictures and situational pictures.
There is neither reading nor writing in the first grade. Because in the first grade
there are only two content lines: listening and speaking. The Student’s Book
comprises 9 units. And surely they are all chosen in accordance with the requirements
of modern foreign language teaching and pupils’ psychological features at this level.
At the end of the academic year pupils will have already learnt sufficient vocabulary
on the topics and performed everyday dialogues using language material taught and
achieve practical oral communicative skills.
TEACHER’S BOOK (TB)
Contains a lot of necessary information for the teachers:
1. The integration table consists of subject standards and their integration within the
subject-intrasubject and with other subjects-intersubject.
The standards of listening integrate to speaking standards and they integrate to
reading and writing standards. At the same time they integrate to the standards of
different subjects, mostly the Azerbaijani language as a Native language, Informatics,
Music, and Physical Training.
4
INTRASUBJECT INTEGRATION
Grade 1
Listening Speaking
2.2.1. Names the objects around him and in
the pictures
1.1.2. Identifies pictures while listening 2.2.3. Describes the objects around him and
in the pictures using the words have already
been learned
1.1.3. Identifies the objects according to 2.2.2 Counts the features of the objects
their features familiar to him
(To know more about integration look at the book “Subject Curricula for 1–4 grades of
secondary schools” Baku, 2008)
There are two content lines for the first grade: 1. listening, 2. speaking The standards
related to listening are noted by 1.1 and speaking 2.1
The number of The number of The number of

Grade 1
the content the standard the benchmark
Demonstrates understanding of given
1 1
speech patterns
1 1 1 Follows easy instructions
1 1 2 Identifies pictures while listening
Identifies the objects according to their

1 1 3
features
Demonstrates the initial pronunciation
2 1
skills
Repeats sounds, sound combinations and
2 1 1
easy words while listening
Repeats word combinations and simple
2 1 2
sentences while listening
Pronounces sounds, sound combinations
2 1 3 and simple words have already been
learned
Pronounces word combinations and simple
2 1 4
sentences have already been learned.
Demonstrates communication skills using
2 2
speech patterns have already been learned
Names the objects in the pictures and
2 2 1
around him
Counts the features of the objects familiar
2 2 2
to him
Describes the objects in the pictures and
2 2 3 around him using the words have already
been learned
Communicates using words, word
2 2 4 combinations and speech etiquettes have
already been learned
5
Recommendations for working with Student's Book
English 1 is designed to introduce English to children of 6-7 years and prepare them
for the successful study of the language in outlook.
When teaching English to young learners it is important to remember that the
learning process itself plays an important role in the children’s development if there
is clear linguistics.
The key objectives of the course are:
to promote the wider educational experience through activities which develop
those skills promoted in other learning areas, besides language skills.
to develop the pupils’ creativity and imagination while learning English.
to take communicative approach to teaching the new language and lay down the
foundation to develop oral comprehension and production.
to foster confidence and enjoyment when communicating in English by promoting
a stress-free and play-like atmosphere, and to provide the pupils with the
maximum opportunity for success.
Having taken into consideration the psychological character of teaching at junior
stage, we have selected activities and language experiences which are familiar to
them. For this purpose the teaching of language material is carried out through
games, songs, short stories, and drawing which are most enjoyed by pupils.
The topics have been chosen after taking into consideration pupils’ needs and
familiar activities. The language material in each unit is introduced only by pictures.
They are practised in the classroom until they are thoroughly learned. The students
answer the questions in Present Continuous and Present Simple, use the modal verb
“can” in positive, interrogative and negative forms. They can also count from 1 to 10.
Pronunciation
In general the new words are introduced by pictures which pupils practise until they
obtain a true reproduction, using the right stress rhythm and intonation. Let them
imitate the movement of your lips and the position of the tongue and pronounce it
after you.
To help students with a particular speech problem it is necessary to sit with each of
them at first, to make sure how they can find a method of producing the correct
pronunciation. Each needs to find a way to change the position of his or her lips and
tongue in such a way as to reproduce a sound as close as possible to the desired ones.
Grammar: There is no need to give even a simple explanation of the grammar using
the sentences learned in the first grade. The students only memorise correct words
and correct tense form of the verb, There is/There are, personal, possessive,
demonstrative pronouns, forms of “to be” They orally answer the questions in Present
Continuous and Present Simple, use the modal verb “can” in positive, interrogative
and negative forms enable the children to learn and memorise the rules better. At this
level the students are not required to read the question sentences and write the
answers to the questions. So our task is to teach them to listen and understand the
question and reply to them.
To evaluate the children's knowledge and skills teachers can use different evaluation
forms. The following is an example of evaluation sheet chart.
N Pupil’s name * ** ***
1 Ibrahim Rehimli ***
2 Leyla Feyzullayeva ****
* Distinguishes and describes the objects (number, size, colour).still developing

** Uses the short sentences and language patterns, takes part in dialogues, progressing well
*** Recites poems, sings songs, performs chants excellent
6
All the standards are realized in all the units.
The Set Student’s Book, Teacher’s Book has been designed on the requirements of the
subject curriculum and is based on the given hours (1 hour per week) for teaching
English in this grade.
SYLLABUS
Stan- Integra-
Unit Topic Resources Evaluation Date
dards tion
1.1.1, Music SB, flashcards, pictures, Presentation
Unit 1
2.1.3, Lesson 1 Ph.ed. realia Checklists
Hello
2.2.1 Arts www.learnenglidhkids.org.uk interview
Unit 1
Hello
2.2.1 Arts www.learnenglidhkids.org.uk questionnaires
Math
1.1.1, SB, flashcards, pictures,
Unit 1 Music Presentation
2.1.3, Lesson 3 realia, school objects
Hello Ph.ed. checklists
2.2.1 www.learnenglidhkids.org.uk
Arts
Unit 2
2.1.3, Lesson 1 Ph.ed. realia Checklists inter-
My face
2.2.1 Arts www.learnenglidhkids.org.uk view
Unit 2
My face
1.1.1,
Music SB, flashcards, pictures, Presentation
1.1.2, Unit 2
Lesson 3 Ph.ed. realia Checklists
2.1.3, My face
Arts www.learnenglidhkids.org.uk questionnaires
2.2.1
1.1.1, Music
SB, flashcards, pictures, Presentation
1.1.2, Unit 3 Ph.ed.
Lesson 1 realia Checklists
2.1.3, Animals Arts
www.learnenglidhkids.org.uk questionnaires
2.2.3 Maths
Music
1.1.2, SB, flashcards, pictures, Presentation
Unit 3 Ph.ed.
2.2.1, Lesson 2 realia Checklists
Animals Arts
2.1.2 www.learnenglidhkids.org.uk questionnaires
Maths
1.1.2, Music
2.2.1, Animals Arts
2.2.3 Maths
Revision of Units 1-2-3
1.1.1,
Music
Unit 4 Ph.ed.
My toys Arts
2.2.1, www.learnenglidhkids.org.uk questionnaires
Maths
2.2.3
7
1.1.2, Music
2.2.3, My toys Arts
2.2.4 Maths
1.1.1,
Music
Unit 4 Ph.ed.
My toys Arts
2.2.1, www.learnenglidhkids.org.uk questionnaires
Maths
2.2.4
1.1.2,
2.1.1, Unit 5
2.1.3, Food
2.2.4
1.1.2,
2.1.1., Music SB, flashcards, pictures, Presentation
Unit 5
Food
2.2.1, Arts www.learnenglidhkids.org.uk questionnaires
2.2.4
1.1.1,
2.1.3, Unit 5
2.2.1, Food
2.2.4
Unit 6
My body
Unit 6
My body
Unit 6
My body

Unit 7
Colours
Unit 7
Colours
Unit 7
Colours
1.1.1, Unit 8 Music SB, flashcards, pictures, Presentation
2.1.3, My Lesson 1 Ph.ed. realia Checklists
2.2.1 Clothes Arts www.learnenglidhkids.org.uk questionnaires
8
2.2.1 House Arts www.learnenglidhkids.org.uk questionnaires
1.1.1, Unit Music SB, flashcards, pictures, Presentation
2.1.3, 9 My Lesson 2 Ph.ed. realia Checklists
1.1.1, Unit Music SB, flashcards, pictures, Presentation
2.1.3, 9 My Lesson 3 Ph.ed. realia Checklists
Use western gestures in your class
Expressions Gestures
Hello wave
Goodbye wave
It’s cold put arms around shoulders
It’s hot fan your face with hands
No! shake your head “no’
Come here move your index finger
Me! touch your chest
OK make the OK sign
I don’t know pull shoulders and hands up
Shhhh index finger in front of mouth
Stop hand up, palm out
Stand up raise hand slightly, palm up
Sit down lower hand slightly, palm down
9
Unit 1
Lesson 1 Hello
Content: speaking, listening Information exchange: Students mingle and say
Content standards: 1.1.1; “Hello” to each other. They introduce themselves
2.1.3; 2.2.1 to each other. For example: I am Ibrahim. I am
The student: Narmin.
follows easy instructions; Information discussion: The teacher acts as
names the objects around him a facilitator by putting them into groups. By
and in the pictures. raising hand slightly, palm up leads the student
The students will be able to: do the action and say “Stand up” and by lowering
repeat words after the teacher; hand slightly, palm down leads the students do
pronounce words with correct the action and repeat “Sit down”.
intonation. Working with SB:
Integration: Ask the children to listen to a
Intrasubject 1.1.2; 2.2.1 certain word in a song. They
Classroom management: must count how many times
working with individual
they hear it. For example, in the
students, pair work, group
song “Hello Goodbye” by the
work
Beatles you can ask the children
Task type: repetition, imitation
to count how many times they
Resources: student’s book (SB),
hear the words “Hello” and
flashcards, pictures, realia
“Goodbye’.
www.learnenglish.org.uk and
Hello, Hello, Hello,
www.teachingenglish.org.uk
Hello, Hello, Hello
websites
Hello, Hello, Hello
Motivation: The teacher
How are you?
shakes hands with students
and says “Hello”. Then Introduce yourself and say “Hello, I am ..........”.
introduces himself/herself. Use gestures and make sure the students understand
For example: I am…. you. Ask the students to reply in the same way.
The teacher uses gestures for Each student stands up and introduces himself/
stand up and sit down, hello herself. Tell the students to repeat the word “I’m”
and good bye. several times. Have them repeat “I’m” after you
individually and all together. Show pictures in the
SB pages 6, 7, 8 and ask your students to repeat
raise hand slightly,
Stand up
palm up after you. Divide the students into pairs. Let them
greet each other and say their names. Go around the
lower hand slightly, classroom and give help. Listen to pairs and practice
Sit down
palm down
with them. Then play the tape and have your
Hello wave students mingle around the class and say “Hello”
Goodbye wave
to each other and also introduce themselves as “I
am……….”
Then uses gestures for sit The teacher uses her/his hands
down and stand up. Students to show “Stand up” and “Sit Unit 1. Hello
repeat after the teacher and down” It happens so that after

automatically memorise the a couple of times the students
words. repeat the same orders while they
Students in pairs introduce do the actions. Young learners
themselves to each other. For often get tired of doing the same
example: I am Natiq. I am thing. Therefore it is suggested
Leyla. Then say “Hello and not to do one and the same 7
Good bye” to each other. activity more than 3-5 minutes.
10
Unit 1
Lesson 1 Hello
Summary and Revision: With the teacher’s guidance the students
know how they can say “Hello” and “Good bye” to each other and
introduce themselves.
Implementation: The students use “Hello” and “Good bye” in
every day speech.
Assessment criteria Satisfactory (3) Good (4) Excellent (5) Total
1. Follows the instructions.
2. Pronounces hello, stand

up, sit down and good bye
correctly.
3. Repeats after the
teacher.
4. Uses hello, stand up, sit
down and good bye in the
situation.
REMEMBER!
We cannot expect children to use English all the time. It is not only unnatural;
it can also damage children’s confidence. Of course, children can be encouraged
to use English in whole class activities and also while working with their peers
in pairs and groups. However, if children use their first language in these
activities, it should not be seen as a problem, particularly if the input is in
English or some part of the output requires children to use English. At some
stage of the activity, children will be involved with English, and this is what is
important for young learners. Teachers play a critical role in creating an
environment in which children feel happy trying out their English skills. As
well as encouraging children and praising their efforts, teachers need to have
confidence in their own English speaking skills, whatever their level is. If
children see their teachers speaking English with enjoyment and enthusiasm,
not worrying about making mistakes or knowing every word, then they have a
very positive model for using English themselves. We hope the activities in this
unit play their part in providing the kind of fun and engaging activities that
can motivate children to use English in class.
11
Unit 1
Lesson 2 Hello
Content: speaking, listening Information exchange: Students show the same
Content standards: 1.1.1; objects to each other and pronounce them.
2.1.3; 2.2.1 Information discussion: The teacher acts as a
The student: facilitator by putting them into groups. Each
follows easy instructions; group member uses their own pen, pencil, book,
names the objects around him eraser, schoolbag, table, chair. They ask each
and in the pictures. other the objects' names. Teaching young learners
The students will be able to: is different from teaching adults. Young children
repeat after the teacher; tend to change their mood every other minute,
pronounce words with correct and they find it extremely difficult to sit still. On
intonation. the other hand, they show a greater motivation
Integration: than adults to do things that appeal to them. Since
Intrasubject 1.1.2; 2.2.1 it is almost impossible to cater to the interests of
Classroom management: about 25 young individuals, the teacher has to be
working with individual inventive in selecting interesting activities, and must
students, pair work, group provide a great variety of them. For young learners
work. the approach is neither purely communicative nor
Task type: repetition,
audiolingual (AL); it also involves features of total
imitation
physical response (TPR), which is particularly
Resources: student's book,
appropriate for young children. We do not
flashcards, pictures, realia,
consider any of the above mentioned approaches
sufficient of itself to bring about a high degree of
language proficiency in the learner. The goal is to
websites
achieve communicative competence, but the manner
Motivation: Teacher puts the
of teaching includes audiolingual features, such as
students into two groups: boys
and girls. She uses gestures choral/single drills, and activities deriving from
and says: Boys, sit down. Girls, TPR. Teach students to introduce themselves using
stand up. She practices combination of the above approaches.
commands several times. Working with SB:
Students get very much Show pictures in the SB on page 9 and ask your
motivated. They play and students to repeat after you. Divide the students
learn. The teacher asks them into pairs. Let them greet each other and say their
to say he, she, a boy, a girl, names. Go around the classroom and give help.
a pen, a pencil, a book, an eraser, Listen to pairs and practice with them. Show the
a schoolbag, a table, a chair. students some school items on the table: a bag,
Research question: Who is a book, a notebook, a ruler, an eraser, a pen and
he? Who is she? What is it? a pencil. Have them repeat the words after you.
Research analysis: The teacher Take some of them from the
calls names and the students table. Let them guess which
say he for boys and she for item is missing. Organise a
girls. The teacher introduces group work. Ask the students
the words: a pen, a pencil, to have the same school
a book, an eraser, a schoolbag, objects on the table. Let them
a table, a chair by showing the start the game. One student
items and pronouncing them. closes his/her eyes and other
The students repeat after the students take one from the
teacher. table. If the student guesses
12
Unit 1
Lesson 2 Hello
the object he /she leads the game, if looses the person next to Unit 1. Hello
him/her continues guessing. There are different ways of

introducing the words and helping the students memorise them.
You can take an empty bag and ask the students to put the things
into it by saying their names. While the students are doing this
activity you can play a low music. And after 5 minutes you can
ask your students to stand up and sit down. There are three
pictures where the people say “Hello” and “Good bye”. This is a
very good revision of practising “Hello” and “Good bye”. Ask the 10
students to look at the pictures of two boys, two girls and a

teacher and students. Get them practise “Hello” and “Good bye”,
“This is a boy. This is a girl.” in pairs and in groups.
Summary and Revision:
With the teacher’s guidance the students know how they can say “Hello” and “Good
bye” to each other and introduce themselves.
Implementation: The students use “Hello” and “Good bye” in every day speech.
Excellent
Assessment criteria Satisfactory (3) Good (4) Total
(5)
1. Follows the
instructions.
2. Pronounces short
speech patterns correctly.
teacher.
4. Pronounces words:
a pen, a pencil, a book,
an eraser, a schoolbag,
a table, a chair with
correct intonation.
13
Unit 1
Lesson 3 Hello
Content: speaking, listening Working with SB: Lesson 3
Unit 1. Hello
Content standards: 1.1.1; Draw the students’ attention to

2.1.3; 2.2.1 SB page 11. Ask them to look
The student: at the pictures of some school
follows easy instructions; items and say them in English.
names the objects around him Go up to every individual student.
and in the pictures. Help them by asking to repeat
The students will be able to: after you. Ask them to count 11
repeat after the teacher; loudly. For example: one book,

pronounce words with correct two books, three books, four
intonation. books, five books.
Integration: It is also a good idea to put numbers in big
Intrasubject 1.1.2; 2.2.1 flashcards somewhere in the visible place in the
Classroom management: classroom. Introduce the numbers from 1 to 5
working with individual and ask the students to repeat after you. Show
students, pair work, group work them different numbers like 4, 3, 1, 2, 5 or ask
Task type: repetition, them to count from 5 to 1.
Then show them 2 pens and make a special stress
imitation
on final “s”. Ask them the question “How many..?”
Resources: student's book,
Make the differentiation by showing 1 pen and
flashcards, pictures, realia,
2 pens; 3 bags, 4 rulers, 5 erasers. You can show
them other school objects as well. For example:
3 books, 5 copy books, 4 pencils.
websites You can change the number of the objects and ask
Motivation: The teacher asks questions. This is fun. The students love being
the students raise their hands asked questions. You can ask your students to look
and start counting folding at page 11. Practise numbers and objects: three
their fingers in one hand: 1, bags, two rulers, three erasers, four copybooks, five
2, 3, 4, 5, and starts counting pens, three pencils.
them. The students get into By the end of each lesson play “Good bye” song.
two groups boys and girls. She Summary and Revision:
uses gestures and points to he With the teacher’s guidance the students know
and she. how they can count from 1 to 5. They can change
Research question: Group the number of the objects and ask questions:
work. Teacher puts the “How many..?”. This is fun.
students into 5 groups and Implementation: The students use numbers at
asks each group to show 1 every day speech.
book, the other groups 2
Satisfactory Good Excellent
books, 3 books, 4 books, 5 Assessment criteria
(3) (4) (5)
Total
books accordingly. The teacher 1. Follows the
asks the question “How many instructions.
books ..?” by using gesture and 2. Pronounces
short speech
pointing to the books. patterns correctly.
Research analysis: Each group 3. Repeats after
introduces 1, 2, 3, 4, 5 books. the teacher.
Information exchange: 4. Pronounces
Students show 1, 2, 3, 4, 5 1 book, 2 (3, 4, 5)
books, “How many
books to each other and books?” with
memorise them automatically correct intonation.
14
Teacher's notes
15
Unit 2
Lesson 1 My face
Content: speaking, listening parts of their own face. Draw
Content standards: 1.1.1; the students’ attention to SB
2.1.3; 2.2.1 page 12. Revise the vocabulary
The student: of the previous lessons as well.
follows easy instructions; Ask your students the vocabulary
names the objects around him showing them flashcards and
and in the pictures. pictures but not translation.
The students will be able to: Practise phrases “my face, his
repeat after the teacher; face, my hair, his hair” Tell the
pronounce words with correct students “Let’s play a game”
intonation. Play “Simon says’.
Integration: Simon says: “Touch your nose”.
Intrasubject 1.1.2; 2.2.1 Simon says: “Touch your ears”.
Classroom management: Simon says: “Touch your eyes”.
working with individual Simon says: “Touch your hair”.
students, pair work, group Simon says: “Touch your mouth”.
work. Simon says: “Touch your face”.
Task type: repetition, You can speed up this game. Children love being
imitation active. Praise them by saying “Well done! Good boy!
Resources: student's book, Good girl!” By the end of each lesson play “Good
flashcards, pictures, realia, Bye” song. Make sure students follow safety
www.learnenglish.org.uk and rules when pointing to the parts of their face.
www.teachingenglish.org.uk Summary and Revision:
websites With the teacher’s guidance the students show and
Motivation: Play “Simon says” pronounce their own eyes (ears, nose, mouth, hair)
game and ask the students to to each other and memorise them automatically.
show their face/eyes/nose/ears Implementation: The students use face vocabulary
/mouth. in every day speech.
Pair work. Each pair asks and
shows each other their own Assessment criteria
Total
eyes (ears, nose, mouth, hair). (3) (4) (5)
Information exchange: 1. Follows the

instructions.
Students pronounce and show
their own eyes (ears, nose, 2. Pronounces
short speech
mouth, hair) to each other and
patterns correctly.
pronounce them.
Working with SB: 3. Repeats after
the teacher
Show the students the parts of
your own face pronouncing the 4. Pronounces
words: eyes, ears, nose, mouth, words: face, eyes,
hair face. Take a doll and nose, ears, mouth
with correct
show carefully the parts of a
intonation
doll's face on it. Then show
the parts of the face and ask
the students to say the words.
Have your students repeat the
parts of the face vocabulary
after you and show the same
16
Unit 2
Lesson 2 My face
Content: speaking, listening to grab the next flashcard the
Content standards: 1.1.1; 1.1.2; teacher calls.
2.2.1 Show the students the parts of
The student: your own face pronouncing the
follows easy instructions; words: eyes, ears, nose, mouth,
identifies pictures while hair, face. Take a doll and show
listening; parts of face on it. Then show
names the objects around him the parts of the face and the
and in the pictures. students say the words. Have your
The students will be able to: students repeat after you. Ask
repeat after the teacher; them to show the same parts of their own face.
pronounce words with correct Revise the vocabulary of the previous lessons.
intonation. Ask your students the vocabulary showing them
Integration: flashcards and pictures. Practise sentences:
Intrasubject 1.1.2; 2.2.1; 2.2.3 “This is my/his/her face/hair/ears/eyes/mouth/
Classroom management: nose.” Draw the students’ attention to SB page
working with individual 13 where they see the pictures of
students, pair work, group parts of face. Let them practise
work. in pairs. On page 14 there are
Task type: repetition, imitation pictures of boys’ and girls’ faces.
Resources: student’s book, Let the students count the
flashcards, pictures, realia, faces in the book. Then put
www.www.learnenglish.org.uk them into groups and ask them
and www.teachingenglish.org.uk to practise the parts of the head.
websites Summary and Revision:
Motivation: Play they song “I’m With the teacher’s guidance
a skeleton” and ask the students the students pronounce and show their own eyes
to sing and show their face / (ears, nose, mouth, hair) to each other carefully
eyes / nose / ears / mouth. and pronounce the words.
Pair work. Each pair asks and Implementation: The students use face vocabulary
shows each other skeleton’s eyes in every day speech.
(ears, nose, mouth) in the
picture. Assessment Satisfactory Good Excellent
Total
Information exchange: criteria (3) (4) (5)
Students show their own eyes 1. Follows the
(ears, nose, mouth) to each instructions.
other and pronounce them. 2. Pronounces
Working with SB: How many eyes
Grab It Relay / Race to Touch (ears, nose,
mouth) correctly.
Lay the flashcards on the floor
at one end of the room, and 3. Repeats after
have the students line up in the teacher.
teams at the other end of the

room. Call out a flashcard and
have the first person in each
team race to grab the card.
Those students then go to the
back and the next students race
17
Unit 2
Lesson 3 My face
Content: speaking, listening group work. There are different ways of
Content standards: 1.1.1; 1.1.2; introducing the words and helping the students
2.1.3; 2.2.1 memorise them. It is a good idea to put numbers
The student: in big flashcards somewhere in the visible place
follows easy instructions; in the classroom. Introduce the numbers 6 and 7.
identifies pictures while Ask the students to repeat after you. Show them
listening; 8, 7, 6, 5, 4, 3, 2, 1 or ask them to count from 8 to
names the objects in the 1.
pictures and around him Then show them 2 eyes and
The students will be able to: 2 ears make a special stress on
repeat after the teacher; final “s”. Make the differentia
pronounce words with correct tion by showing 1 mouth and 2
intonation. eyes, 6 bags, 7 rulers, 8 era
Integration: sers. You can show them other
Intrasubject 1.1.2; 2.2.1 school objects as well. For
Classroom management: example: 7 books, 5 copy books,
working with individual 6 rulers, 8 erasers.
students, pair work, group work You can change the number of
Task type: repetition, imitation the objects and ask questions. This is fun. The
Resources: student's book students love being asked questions.
flashcards, pictures, realia, Summary and Revision:
www.www.learnenglish.org.uk With the teacher’s guidance the students show
and www.teachingenglish.org.uk their own eyes (ears, nose, mouth, hair) to each
websites other and pronounce them. They can show 2 eyes
Motivation: Give the students and 2 ears make a special stress on final “s”.
different pictures and toy They can count from 1 to 8. Draw their attention
animals, dolls and ask them to to the pictures on page 16.
show their face, eyes, nose, Implementation: The students use numbers from
ears, mouth. Praise them by 1 to 8 and plural “s” at every day speech.
saying “Good job! Well done!”
Research question: How many Satisfactory Good Excellent
eyes (ears, nose, mouth) have Assessment criteria Total
(3) (4) (5)
you got?
Research analysis: Group work. 1. Follows the
instructions.
Students in groups of four can
count their own eyes (ears, nose, 2. Pronounces short
mouth). speech patterns
Information exchange: Students correctly.
pronounce and show their own
eyes (ears, nose, mouth) to each teacher.
other and pronounce the words.
Working with SB: 4. Pronounces face
Show the students some school vocabulary with
correct intonation
items on the table. Have them and count from 1 to 8.
repeat the words after you.
Take some of them from the
table. Let them guess which
item is missing. Organise a
18
Teacher's notes
19
Unit 3
Lesson 1 Animals
Content: speaking, listening pictures. These pictures can
Content standards: decorate the classroom and be a
1.1.1; 1.1.2; 2.1.3; 2.2.3 reminder of the vocabulary.
The student: Revise the vocabulary of the
follows easy instructions; previous lessons. Ask your
identifies pictures while listening; students the vocabulary showing
describes the objects in the them the pictures of the animals.
pictures and around him using Practise sentences, like “ti’s a lion.
the words have already been It’s an elephant’etc. Children
learned. love animals and enjoy language
The students will be able to: activities based on them. Finding out about
repeat after the teacher; nature and the world around them taps into their
pronounce words with correct curiosity and “naturalist intelligence”. Only six
intonation; animals are introduced in this unit, but children
identify the new vocabulary in usually learn the names of animals quickly and
the listening passage. enjoy building their vocabulary in this area. Show
Integration: them flashcards and pictures but do not say the
Intrasubject 1.1.2; 2.2.1; 2.2.3; translation. Ask the words in different situations.
1.1.3; 2.2.2 If students enjoy their English lessons, this can
Classroom management: provide powerful motivation. Ensuring that lessons
working with individual are well paced and contain different kinds of
students, pair work, group work activities will keep students interested. It is also
Task type: repetition, imitation important that you cater for different kinds of
Resources: SB, flashcards, learners. Learners have different learning styles
pictures, realia, and preferences; if you cater only for one type
www.learnenglish.org.uk and of learner, then the others will fall behind. The
www.teachingenglish.org.uk important point here is variety in terms of your
websites approach to learning activities.
Motivation: Say “Hello” to Summary and Revision:
elephant, giraffe, dog, lion, cat, With the teacher’s guidance the students show and
rabbit. pronounce an elephant, a giraffe, a dog, a lion,
Research question: a cat, a rabbit and memorise them.
Which animals live in Azerbaijan? Implementation: The students use an elephant,
Research analysis: Students say a giraffe, a dog, a lion, a cat, a rabbit in every
the names of animals they know. day speech.
Information exchange:
Students show and pronounce Assessment criteria Satisfactory Good Excellent Total
an elephant, a giraffe, a dog, (3) (4) (5)
a lion, a cat, a rabbit to each 1. Follows the
instructions.
other and memorise them.
2. Pronounces
Working with SB: short speech
Even students at the beginner patterns correctly.
level of English can enjoy this 3. Repeats after
activity. Students find pictures the teacher.
of their favourite animal(s). 4. Pronounces
This can be done for homework words: an elephant,
a giraffe, a dog, a
from magazines, internet, lion, a cat, a rabbit
copying pictures from library with correct
books etc. They create a intonation.
picture/poster using these
20
Unit 3
Lesson 2 Animals
Content: speaking, listening Working with SB:
Content standards: Young learners often get tired of
1.1.2; 2.1.3; 2.2.1; 2.2.2 doing the same thing. Therefore
The student: it is suggested not to do one and
identifies pictures while the same activity more than 3-5
listening; minutes.
names the objects in the Show the students some toy
pictures and around him; animals on the table. Have them
counts the features of the repeat the words after you. Take
objects familiar to him. some of them from the table. Let
The students will be able to: them guess which animal is missing. Organise
repeat after the teacher; group work. There are different ways of
pronounce words with correct introducing the words and helping the students
intonation; to memorise them. It is a good
identify the new vocabulary in idea to put numbers in big
the listening passage. flashcards somewhere in the
Integration: visible place in the classroom.
Intrasubject 1.1.2; 2.2.1; 2.2.3; Then show them two rabbits and
1.1.3; 2.2.2 two cats. Make a special stress on
Classroom management: final “s” Make the differentiation
working with individual by showing one big lion and six
students, pair work, group work. small lions, six elephants, eight
Task type: repetition, imitation small rabbits on page 20. You
Resources: SB, flashcards, can change the number of the objects and ask
pictures, realia, questions. This is fun. The students love being
www.learnenglish.org.uk and asked questions. At the next step show them the
www.teachingenglish.org.uk above mentioned animal toys and say a sentence
websites using “This a small lion. This is a big elephant”.
Motivation: Say “Hello” to big/ Prais the students by using the phrases: “Good
small elephant, giraffe, dog, boy! Good girl! Well done!”
lion, cat, rabbit. Summary and Revision:
Research question: Which is With the teacher’s guidance the students show
big? Which is small? Show the pictures and pronounce the names of animals
small and big using your hand. and say a sentence using “This a small giraffe’.
The students work in groups, Implementation: The students use I’ve got in
show the animals and say: every day speech.
a small elephant, a big elephant,
a small dog, a big dog, a small Assessment criteria Satisfactory Good Excellent Total
lion, a big lion, a small giraffe, (3) (4) (5)
a big giraffe. 1. Follows the
Research analysis: Each pair instructions.
shows each other big and small 2. Pronounces short speech
animals. patterns correctly.
Information exchange: Draw 3. Repeats after the
students' attention to page 19. teacher.
Ask them to say: a small 4. Pronounces words a
elephant, a big elephant, a small small elephant, a big
dog, a big dog, a small lion, elephant, a small dog, a big
a big lion, a small giraffe. Have dog, a small lion ,a big lion,
a small giraffe, a big giraffe
them show small/big animals to with correct intonation.
each other.
21
Unit 3
Lesson 3 Animals
Content: speaking, listening learner in the right direction.
Content standards: We always prefer a cognitive,
1.1.2; 2.1.3.; 2.2.1; 2.2.3 inductive approach, which
The student: involves the learners in
identifies pictures while analysing and explaining the
listening; use and form of a structure,
names the objects in the because this supports their
pictures and around him; understanding of it. In this
describes the objects in the lesson, at this early stage of
pictures and around him using language learning, the teacher might be
the words have already been justified in switching to the mother tongue both
learned. to save time and to keep things from getting
The students will be able to: too complicated. The Natural Approach to
repeat after the teacher; language learning holds that only acquired (in
pronounce words with correct contrast to learned) knowledge is effective in
intonation; use, while knowledge of rules applies only to
identify the new vocabulary in monitoring the language output (see e.g.,
the listening passage. Krashen and Terrell 1983); nevertheless, it is
Integration: thought that familiarity with language rules
Intrasubject 1.1.2; 2.2.3;
and their automatisation will facilitate the
1.1.3; 2.2.2;
language-learning process. In our experience,
Classroom management:
students do not hesitate to make use of structures
they have learned once and automatised to such
students, pair work, group work
a degree that they are able to use them
Resources: SB, flashcards, subconsciously. At the very start of this lesson
pictures, realia, divide the students into pairs. Let them show
www.learnenglish.org.uk and and ask each other numbers from one to ten.
www.teachingenglish.org.uk Tell your students to look at page 21. Ask them
websites to count animals in the pictures. Practise
Motivation: Say: “Hello” to an sentences: “I’ve got nine cats/ten dogs.”
elephant, a giraffe, a dog, a lion, Summary and Revision:
a cat, a rabbit. With the teacher’s guidance the students can
Show them a picture of animals count from one to ten.
and ask them to count and tell Implementation: The students use numbers from
you the number of animals in one to ten in every day speech.
the picture.
Information exchange: Satis
Good Excellent
Students show the pictures and Assessment criteria factory Total
(4) (5)
(3)
pronounce nine and ten
different animals’ names to 1. Follows the instructions.
each other. 2. Pronounces short speech
Working with SB: patterns correctly.
In the explanation phase 3. Repeats after the teacher.
students are forced to think
4. Pronounces nine and ten
about the elicited sentences and different animals' names with
analyse them for themselves. correct intonation.
The teacher’s questions serve as
hints or clues to point the
22
Revision of Units 1, 2, 3
There is a review after every three units in the SB. They are
designed to check students' skills and abilities in English 1st.
The tasks are all oral. Although it's time consuming, it's very
effective to check how much the students' already know and
what their needs are. Reviews are also important because they
help future planning.
23
Teacher's notes
24
Unit 4
Lesson 1 My toys
Content: speaking, listening Information exchange: Help the students with the
Content standards: new vocabulary. Tell them to repeat words after
1.1.1; 1.1.2; 2.1.3; 2.2.1; 2.2.3 you. Students show new objects to each other,
The student: pronounce them and memorise them automatically.
follows easy instructions; Working with Student's book:
identifies pictures while listening; It is advisable to start the lesson with warmer.
names the objects in the There are a lot of warmers you can do with your
pictures and around him; students. We give one as an example. You can
describes the objects in the do another instead.
pictures and around him using
the words have already been THE PARACHUTE
learned.
The students will be able to:
repeat after the teacher;
pronounce words with correct
intonation;
identify the new vocabulary in
the listening passage.
Integration:
Intrasubject 1.1.2; 2.2.1;
1.1.3; 2.2.2
SUMMARY
You don’t need a real parachute: a large blanket
and some soft balls will do. Gather the class up
Resources: SB, flashcards, and let them shake their little hearts out.
pictures, realia, SET–UP
www.learnenglish.org.uk and Place a large blanket on the floor and get the
www.teachingenglish.org.uk class to sit around in a circle. Ask everyone to
websites grab a piece of the blanket’s edge. Have several
Motivation: Students are balls ready in your hand or in a small pile
standing in a circle. In the nearby.
middle there are some objects: PLAY
a ball, a doll, a teddy bear, Throw one ball on the blanket and encourage
a car and other objects that they the class to shake the blanket. The ball will
already know in English. Put bounce around (and may bounce right off the
the right number of the objects blanket). Ask “How many?” The class answers
so that each student could get “One”. Now throw another ball on the blanket
one. Tell them to get into one (the students keep shaking the blanket). Again,
group if they have the same ask “How many?” The class answers “Two!”. Go
object. Praise the students by to as high a number as you want to teach. If a
saying: “Great work! Good job!” ball flies off the blanket just laugh and say
Group work. Ask them to count “There goes one. How many now?’
the same objects in their group. If you don’t mind putting a hole in your blanket
Ask them to say “hello” to the here is another game you can play. Throw several
objects they know. balls on the blanket at once and get the children
Students present the objects to sink the ball in the hole. Again the students
that they know and ask the must shake the blanket vigorously (otherwise it
unknown objects. is too easy – the balls will just roll in). As the
25
Unit 4
Lesson 1 My toys
balls go through the hole shout “one, two....etc.” Sometimes it can Lesson 1
Unit 4. My toys
take a while for that last ball to go in which only adds to the fun.
Show the picture of a ball, a car, a doll, a teddy bear one by one. Ask the
students to repeat the words after you. Drill up the time
to be sure all the students in the class can pronounce the
Unit 4. My toys
words correctly. At the beginning just ask them to

repeat after you because you want to form a habit of
imitation. Many students love it. They just repeat 23
without any thinking mechanically. And it is definitely

what we want. Practice pronouns my and your. For
example: my ball, your doll, your teddy bear, my car, your car.
24
Ask your students to look at page 24 and count objects. E.g. four balls,
six cars, three teddy bears.
Summary and Revision
With the teacher’s guidance the students pronounce the words a ball, a car, a doll, a
teddy bear, use possessive pronouns my and your with the nouns they have already
learned.
Implementation: The students use I’ve got, my and your in every day speech.
2. Pronounces short speech

patterns “I’ve got ...” correctly.
3. Repeats after the teacher.
4. Pronounces words my ball,

your doll, your teddy bear, my
car, your car. with correct
intonation.
26
Unit 4
Lesson 2 My toys
Content: speaking, listening Information exchange: Help the students with
Content standards: the new vocabulary. Tell them to repeat words
1.1.2; 2.1.3; 2.2.3; 2.2.4 after you. Students show the new objects to each
The student: other, pronounce their names and learn them in
identifies pictures while this way.
listening; Working with SB:
describes the objects in the Draw the students' attention to
pictures and around him using page 25. Children love toys. It
Unit 4. My toys
Lesson 2
the words have already been would be quite interesting for

learned; them to know toys' names in
communicates using words, English. In this lesson they are
word combinations and speech going to learn a ball, a doll,
etiquettes have already been a teddy bear, a car. Some of them
learned. are boys', some are girls' toys.
25
The students will be able to: And some of them are both.
repeat after the teacher; Introduce new words and have
pronounce words with correct your students repeat after you. Ask the students
intonation; to look at page 24 and count objects e.g. four
identify the new vocabulary in balls, six cars, three teddy bears. Show the toy
the listening passage. animals and objects and ask questions: What is
Integration: it? Whose car is it? Whose ball is it?
Intrasubject 1.1.2; 2.2.1; 2.2.3 Dear teacher,
1.1.3; 2.2.2 We all have different learners in our classrooms.
Classroom management: But how are they different?
working with individual There is no simple answer to this but research has
students, pair work, group work shown that students do learn in different ways.
Task type: repetition, imitation Different types of learner have been identified
Resources: Student's book, according to which sense they seem to favour
flashcards, pictures, realia, for learning and remembering. The following
www.learnenglish.org.uk and explanation of different ways can be useful.
www.teachingenglish.org.uk Visual learners like to have visual cues. For
websites example, they prefer reading instructions to
Motivation: Students are standing listening to them because they understand and
in a circle. In the middle there remember them better, and they prefer looking
are some objects: a ball, a doll, at their course book to listening to explanations.
a teddy bear, a car and other Auditory learners learn and remember better
objects that they already know when they listen. Thus they prefer the teacher
in English. Put the right to give oral instructions and they remember
number of the objects so that things they have listened to more easily than
each student could get one. Tel things they have read.
them to get into one group if Kinesthetic learners prefer to learn by doing or
they have the same object. by experience. They prefer demonstration to
Group work. Tell them to count written or verbal explanations. They will learn
the same objects in their group better by being actively involved in a task, by
and report the class about it. acting, drawing or making something. Other
Present the objects that they classifications of learning styles focus on how
know and ask the unknown students like to learn.
objects.
27
Unit 4
Lesson 2 My toys
Individual learners
These learners prefer to study alone because it helps them remember and they feel
they work more efficiently.
Group learners
These learners remember more and work more efficiently when they work with
other people.
Concrete learners like visual and verbal experiences and they dislike routine
learning and written work. They like to be entertained and physically involved;
they want immediate, varied and lively learning experiences.
Analytical learners are independent learners who like problem solving and
working things out for themselves. They like new learning material to be
presented systematically and logically and they like to follow up on their own.
They are serious and hardworking, and are badly affected by failure.
Communicative learners like a social approach to learning. They learn well from
discussion and group activities, and need personal feedback and interaction.
They get on best in a democratically run class.
Authority-oriented learners relate well to a traditional classroom, preferring the
teacher as an authority figure. They like clear instructions and they need structure
and logical progression in what they learn.
Summary and Revision
With the teacher’s guidance the students pronounce the words: a ball, a car, a doll,
a teddy bear, use possessive pronouns My and your with the nouns they have already
learned.
Implementation: The students use I’ve got, my and your in every day speech.

patterns correctly.
4. Pronounces words: a ball,

a doll, a teddy bear, a car with
correct intonation.
28
Unit 4
Lesson 3 My toys
Content: speaking, listening Information exchange:
Content standards: Students show the objects
1.1.1; 1.1.2; 2.1.3; 2.2.1; 2.2.4 to one another and say the
The student: numbers.
follows easy instructions; Working with SB:
identifies pictures while Draw the students’ attention to
listening; page 26. Use different ways to
names the objects in the help students in learning and
pictures and around him; remembering. There is a very
communicates using words, good situation in the text book.
word combinations and speech You can use your own students’ names to make
etiquettes have already been it natural. For example: Ibrahim has got two
learned. cars, four balls. Natiq has got two cats, one dog.
The students will be able to: Aygun has got two dolls and one teddy bear.
repeat after the teacher; Summary and Revision:
pronounce words with correct With the teacher’s guidance the students
intonation; pronounce the words a ball, a car, a doll, a teddy
identify new vocabulary in the bear, use possessive pronouns my and your with
listening passage. the nouns. They also can use have got/has got in
Integration: sentences.
Intrasubject 1.1.2; 2.2.1; 2.2.3 Implementation: The students use I’ve got/has
Classroom management: got, my and your in every day speech.
students, pair work, group work Assessment Satisfactory Good Excellent
Total
Task type: repetition, imitation criteria (3) (4) (5)
Resources: SB, flashcards,
1. Follows the
pictures, realia, instructions.
www.teachingenglish.org.uk 2. Pronounces
short speech
websites patterns using
Motivation: Students are have got/has got,
standing in a circle. The teacher my and your
correctly.
asks a question: What have you
got? In the middle there are 3. Repeats after
some objects: a ball, a doll, the teacher.
a teddy bear, a car and other
objects that they already know 4. Repeats
in English. They use: I have words: have got/
got..., He has got.., She has got... has got, my and
and the objects they know. your with correct
intonation
Group work. Ask them to count
the same objects in their group
and say a sentence using “I
have got...”, “He has got...”, “She
has got...”
Students present to the class
how many toys they have got.
29
Sample Summative 1 First Half Year
30
Teacher's notes
31
Unit 5
Lesson 1 Food
Content: speaking, listening Research analysis: Students ask the teacher
Content standards: about the other food items in the pictures.
1.1.2; 2.1.1; 2.1.3; 2.2.4 Information exchange: The teacher practices
The student: identifies pictures the new vocabulary with some bright students
while listening; and asks them to present to the class the words:
names the objects in the chicken and rice. Students pre
pictures and around him; sent the new words and say the
communicates using words, word number of them in the pictures.
Working with SB:
combinations and speech etiquettes
Students should always at all
have already been learned.
stages, know what they are doing
The students will be able to: and why they are doing it. This
repeat after the teacher; is necessary not only so they will
pronounce words with correct feel a certain satisfaction about
intonation; their achievement at the end of
identify the new vocabulary in the lesson, but also for good mo
the listening passage. tivation throughout the lesson.
Integration: Research has also shown that stu
Intrasubject 1.1.2; 2.2.1; 2.2.3 dents are more attentive to their
Classroom management: work if the teacher explains the
working with individual goals of the lesson. The goal for
students, pair work, group work this lesson is skill oriented, whe
Task type: repetition, imitation reas the new grammar feature I
Resources: SB, flashcards, like, He/She likes serves only as
pictures, realia, a means to achieve this goal.
www.learnenglish.org.uk and Summary and Revision: With the teacher’s
www.teachingenglish.org.uk guidance the students practise the words:
websites chicken, salad, sandwich, rice and use them in
Motivation: Students are stand- the sentences I like ... , He/She likes ... .
Implementation: The students use I’ve got/has
ing in a circle. The teacher asks
got, my and your, I like, He/She likes and food
a question: What is it? In the
vocabulary a chicken, a salad, a sandwich, rice
middle there are some pictures in every day speech.
of food items: chicken, rice, san Have the students role play the short dialogue
dwich, salad. The students can like this:
say the words: sandwich and 1. A: – Two salads, please. B: – Here you are.
salad as they are international 2. A: – Three sandwiches, please. B: – Here you are.
words. The teacher helps with
correct pronunciation. The tea Assessment criteria
(3) (4) (5)
Total
cher encourages them to use: I
1. Follows the
have got ... , He has got ... , She instructions.
has got ... We have got ... , I like 2. Pronounces short
..., He/ She likes ... and the speech patterns
words that they recognise in the using I like, He/She
likes correctly.
pictures. 3. Repeats after the
Group work: Students count teacher.
chickens, sandwiches in the 4. Pronounces words:
picture. They say: I have got a chicken, a salad, a
sandwich, rice with
two salads. He has got four correct intonation.
sandwiches.
32
Unit 5
Lesson 2 Food
Content: speaking, listening their own family members. What their father,
Content standards: mother, sister and brother have for lunch. They
1.1.2; 2.1.1; 2.1.3; 2.2.1; 2.2.4 use the food vocabulary: chicken, salad, sandwich,
The student: rice. They can also use the names of our national
identifies pictures while listening; meals: dolma, pilov, dovga etc.
repeats sounds, sound Information exchange: Groups present the class
combinations and easy words what their friends’ family members like for
while listening; lunch. They pronounce his/ her.
names the objects in the Working with SB:
pictures and around him; Have the children stand on a line
communicates using words, word against one of the walls of the
combinations and speech classroom. There needs to be a
etiquettes have already been clear space between the children
learned. and the opposite wall. Alterna
The students will be able to: tively, you can mark the end of
repeat after the teacher; the game with a piece of rope
pronounce words with correct lying in a straight line across
intonation; the floor. Give the instruction
identify the new vocabulary in “Take one step if you like…” and follow it with
e.g. “sandwich” Those children who like a sandwich
take one step forward. Continue with other
Integration:
sentences, e.g. “Take one step if you like …
Intrasubject 1.1.2; 2.2.1; 2.2.3
salad, chicken, rice”. The first child to reach the
opposite wall or to cross the rope is the winner
working with individual of the game. Practise sentences: “I like salad. My
students, pair work, group work father likes chicken. My mother likes rice. My
Task type: repetition, imitation sister likes a sandwich. My family likes a
Resources: SB, flashcards, chicken and rice.”
pictures, realia, Summary and Revision:
www.learnenglish.org.uk and With the teacher’s guidance the students learn the
www.teachingenglish.org.uk words: a chicken, a salad, a sandwich, rice and use
websites them in the sentences I like... . He/she likes... .
Motivation: Students look at Implementation: The students use I’ve got/has
some pictures of food items. got, my and your, I like, He/She likes and food
The students know food vocabulary a chicken, salad, a sandwich, rice in
vocabulary from the previous every day speech.
lesson. The teacher encourages
them to use I have got ... . He
has got ... . She has got ... . and Satis Excellent
Assessment criteria Good (4) Total
the words that they recognise in factory (3) (5)
the pictures. 1. Follows the
Show them the picture of instructions.
family at lunch time. Ask them
2. Pronounces My
what father/mother/sister/ father/ mother/
brother like for lunch? sister/ brother likes
Group work. Students in groups ... correctly.
speak about their own family 3. Repeats after
and say what their father, the teacher.
mother, sister and brother like.
Students ask each other about
33
Unit 5
Lesson 3 Food
Content: speaking, listening Information exchange: Groups
Content standards: present the class what their
1.1.1; 2.1.3; 2.2.1; 2.2.4 friends like for lunch. They use
The student: pronouns he/ she and the verb
follows easy instructions; likes.
names the objects in the Working with SB:
pictures and around him; Show the students some other
communicates using words, pictures of rice, a sandwich,
word combinations and speech a chicken and salad on the table.
etiquettes have already been Have them repeat the words
learned. after you. Take some of them from the table.
The students will be able to: Let them guess which item is missing. Organise
repeat after the teacher; group work. Ask the students to look at food
pronounce words with correct items on the table. Let them start the game. One
student closes his/her eyes and other students
intonation;
take one item from the table. If the student
identify the new vocabulary in
guesses the food he /she leads the game, if looses
the person next to him/her continues guessing.
Integration:
There are different ways of introducing the
Intrasubject 1.1.2; 2.2.1; 2.2.3
words and helping the students memorise them.
Classroom management: You can take an empty shopping
working with individual bag and ask the students to put
students, pair work, group work the things into it by saying
Task type: repetition, imitation their names. While the students
Resources: SB, flashcards, are doing this activity you can
pictures, realia, play low music. Then ask them
www.learnenglish.org.uk and to take the pictures from the
www.teachingenglish.org.uk bag one by one and ask the class
websites or the group members what it
Motivation: Show your students is.
the picture of shops and “Leyla has got three sandwiches.
restaurants. Ask them what Natig has got two salads. Aysel likes a chicken.
they can buy there. Fuad likes rice. Nigar has got three chickens.”
Students look at the pictures Summary and Revision:
and say the food items they can With the teacher’s guidance the students practise
buy. the words: a chicken, rice, a sandwich, salad and
Show them the picture of people use them in the sentences I like ... , He/She
at lunch time. Ask them: How likes ... .
many sandwiches has the girl Implementation: The students use I’ve got/has
got? What does the boy like? got, my and your, I like, He/She likes and food
What does the girl like? vocabulary: a chicken, rice, a sandwich, salad in
Group work. Students ask each every day speech.
other what they like for lunch.
They use food vocabulary:
a chicken, rice, a sandwich,
a salad and the names of their
national meals.
34
Unit 5
Lesson 3 Food

Assessment criteria Total
(3) (4) (5)

patterns correctly. e.g.
Natig likes chicken. Nermin
likes a sandwich.
Ibrahim likes rice. Aygun
likes salad.
4. Pronounces words: three

chickens, four sandwiches, rice
with correct intonation.
35
Teacher's notes
36
Unit 6
Lesson 1 My body
Content: speaking, listening How many toes have you got? Unit 6. My body
Lesson 1
Content standards: They use numbers and answer

1.1.2; 2.1.1; 2.1.3; 2.2.3; 2.2.4 the questions.
The student: Information exchange: Groups
identifies pictures while use he/ she and ask questions:
listening; How many fingers has she got?
repeats sounds, sound How many toes has she got?
combinations and easy words How many arms has she got? 32
while listening; Working with SB:

describes the objects in the Start the lesson with “Head, Shoulders, Knees
pictures and around him using and Toes’ song.
the words have already been Head, shoulders, knees and toes,
learned; Knees and toes.
communicates using words, Head, shoulders, knees and toes,
word combinations and speech Knees and toes.
etiquettes have already been And eyes, and ears, and mouth,
learned. And nose.
The students will be able to: Head, shoulders, knees and toes,
repeat after the teacher; Knees and toes.
pronounce words with correct Summary and Revision:
intonation; With the teacher’s guidance the
identify the new vocabulary in students learn parts of body
the listening passage. vocabulary: “arms, hands, fingers,
Integration: legs, tummy, toes”. They use “have/has got” and
Intrasubject 1.1.2; 2.2.1; 2.2.3 body vocabulary.
Classroom management: Implementation: The students use “have/has got,
working with individual I/you, he/she” and body vocabulary in every day
students, pair work, group work speech.
Resources: SB, flashcards, Assessment criteria
Total
(3) (4) (5)
pictures, realia
www.learnenglish.org.uk and 1. Follows the
www.teachingenglish.org.uk instructions.
websites 2. Pronounces
Motivation: Do simple exercise short speech
as “Hands up”. “Hands down”. patterns using my
Show your parts of body and arms, his arms,
pronounce the words. Ask them my hands, her
to repeat after you and be sure hands, his hands,
they can guess the words. her legs, her body,
his body correctly.
Students look at the pictures
and say parts of body. 3. Repeats after
Show me your arms. Show me the teacher.
your legs. Show me your tummy. 4. Pronounces
Show me your fingers. words: arms,
Students ask each other: How hands, fingers,
many arms have you got? How legs, tummy, toes
many legs have you got? How with correct
many fingers have you got? intonation.
37
Unit 6
Lesson 2 My body
Content: speaking, listening got? How many toes has Monster got? How many
Content standards: arms has Monster got?
1.1.1; 2.1.1; 2.1.3; 2.2.1 Working with SB:
The student: Start the lesson with “I am Skeleton” song.
follows easy instructions; I am Skeleton,
repeats sounds, sound Crick crack, Crick crack.
combinations and easy words I am Skeleton
while listening; Crick crack, Crick crack
names the objects in the Two legs, two arms
pictures and around him. Two eyes, two ears.
The students will be able to: One mouth, one nose
repeat after the teacher; I am Skeleton,
pronounce words with correct Crick crack, Crick crack.
intonation; Practise sentence patterns with
identify the new vocabulary in your students. E.g. “I have got ears, eyes, a face,
the listening passage. legs, hands, arms. He has got a tummy, a nose,
Integration: a face, etc. How many ears have you got? How
Intrasubject 1.1.2; 2.2.1; 2.2.3 many fingers has he got?”
Classroom management: Summary and Revision:
working with individual With the teacher’s guidance the students revise
students; pair work,group work vocabulary: arms, hands, fingers, legs, tummy,
Task type: toes. They use have/has got and body vocabulary.
repetition, imitation Implementation: The students use Have/has got,
Resources: SB, flashcards, I/you, he/she and body vocabulary in every day
pictures, realia, speech.
www.teachingenglish.org.uk Assessment criteria Satis Good Excellent Total
websites factory (4) (5)
(3)
Motivation:
Show the picture of skeleton or 1. Follows the
Monster and ask students to instructions.
show their parts of body. 2. Pronounces short
Ask questions: How many ... speech patterns using
has Skeleton got? I’ve got two arms.
Students look at the pictures and correctly.
say the number of body parts. 3. Repeats after the
Students ask each other: How teacher.
many arms has Skeleton got? 4. Pronounces words:
How many legs/ arms has two arms, ten fingers,
Skeleton got? How many with correct intonation.
fingers/ arms has Skeleton got?
How many toes/ arms has 5. Builds up
communication using
Skeleton got? They use numbers language material I’ve
and answer the questions. got ears, eyes, a face,
Information exchange: Groups feet, hair, a hand(s),
use he/she and ask questions: a head, a nose,
a mouth, big, small.
How many fingers has Monster
38
Unit 6
Lesson 3 My body
Content: speaking, listening Information exchange: Groups use he/she and
Content standards: ask questions: How many fingers has the boy
1.1.2; 2.1.3; 2.2.1; 2.2.3; 2.2.4 got? How many toes has the girl got? How many
The student: arms has the boy got?
identifies pictures while Working with SB:
listening; Play “Simon says”.
names the objects in the Simon says: “Touch your legs”.
pictures and around him; Simon says: “Touch your arms”.
describes the objects in the Simon says: “Touch your tummy”.
pictures and around him using Simon says: “Touch your fingers”.
the words have already been Simon says: “Touch your toes”.
learned; You can speed up this game. Children love being
communicates using words, active.
word combinations and speech Young learners often get tired
etiquettes have already been of doing the same thing.
learned. Therefore it is suggested not to
The students will be able to: do one and the same activity
repeat after the teacher; more than 3-5 minutes.
pronounce words with correct Practise sentence patterns with
intonation; your students. E.g. “She has got
identify the new vocabulary in a small nose and a mouth. He
the listening passage. has got big arms and legs.”
Integration: Summary and Revision:
Intrasubject 1.1.2; 2.2.1; 2.2.3 With the teacher’s guidance the students use
Classroom management: arms, hands, fingers, legs, a tummy, toes. They
working with individual use Have/has got and body vocabulary.
students, pair work, group work Implementation: The students use Have/has
Task type: repetition, imitation got, I/you, he/she and body vocabulary in every
Resources: SB, flashcards, day speech.
pictures, realia,
www.learnenglish.org.uk and Assessment criteria
Satisfac- Good Excellent
Total
www.teachingenglish.org.uk tory (3) (4) (5)
websites 1. Follows the
Motivation: Call a boy and a instructions.
girl forward and let students 2. Pronounces
ask them questions about their short speech
patterns using I’ve
parts of body. got correctly.
Ask questions: How many… has
3. Repeats after
a boy got? How many… has a the teacher.
girl got?
4. Pronounces
Students look at the pictures and words: two arms/
say the number of body parts. legs, ten fingers/
Students ask each other: How toes with correct
many arms has the boy got? intonation.
How many legs/ arms has the 5. Builds up
girl got? How many fingers/ communication
arms has the boy got? How using language
material I’ve got…
many toes/arms has the girl a body, ears, eyes.
got? They use numbers and
answer the questions.
39
Revision of Units 4, 5, 6
There is review after every three units in the SB. They are
designed to check students' skills and abilities in English 1st.
The tasks are all oral. Although it's time consuming, it's very
effective to check how much the students already know and what
their needs are. Reviews are also important because they help
future planning.
40
Teacher's notes
41
Unit 7
Lesson 1 Colours
Content: speaking, listening Information exchange: Groups use colours and
Content standards: names of animals in sentences. It’s a white
1.1.2; 1.1.3; 2.1.3; 2.2.4 board (a brown table, a black chair, an orange
The student: book)
identifies pictures while Working with SB :
listening; Children love being active. But
identifies the objects according working with SB is very impor
to their features; tant. By the time you come to SB
communicates using words, page 37 they will have already
word combinations and speech been able to use colours of the
etiquettes have already been words they know.
learned. Young learners often get tired of
The students will be able to: doing the same thing. Therefore
repeat after the teacher; it is suggested not to do one and
pronounce words with correct the same activity more than 3-5 minutes.
intonation; Practise sentence patterns with your students.
identify the new vocabulary in E.g. “It’s a white board, a brown table and chair,
the listening passage. an orange book.’
Integration: Summary and Revision:
Intrasubject 1.1.3; 2.2.2 With the teacher’s guidance the students revise
Classroom management: words and word combinations a black dog, an
Working with individual orange giraffe, a grey rabbit, a brown lion, a grey
students, pair work, group work elephant, a white cat, a white bear and colours.
Task type: repetition, imitation Implementation: The students use It’s a white
Resources: SB, flashcards, board (a brown table, a black table, an orange
pictures, realia, book)Have/has got, I/you? he/she and colours in
www.learnenglish.org.uk and every day speech.
websites Satis
Good Excellent
Motivation: Put toy animals on Assessment criteria factory Total
(4) (5)
(3)
the table. Ask students the
names of the animals. Choose 1. Follows the instructions.
two-three animals of the same 2. Pronounces short speech

colour. Tell the students the patterns using brown, grey
colour of the animals. You can orange, white, black, a white
also say: board, a brown table,
a black table, an orange book.
I like brown (grey, orange,
white, black, green) colour. 3. Pronounces words:
Ask students: What colour..? a black dog, an orange
question. Students look at the giraffe, a grey rabbit,
a brown lion, a grey elephant,
pictures and say the colours of a white cat, a white bear
the animals. with correct intonation.
Students ask each other the
4. Builds up communication
colours of the animals and other
using language material
objects. For example: brown, It’s a white board (a brown
grey, orange, white, black, table, a brown chair, an
a white board, a brown table, orange book etc).
an orange book, a black chair
42
Unit 7
Lesson 2 Colours
Content: speaking, listening (a red apple, a blue car, a pink Lesson 2
Unit 7. Colours
Content standards: pencil, yellow hair, a green ball,

1.1.2; 1.1.3; 2.1.3; 2.2.3; 2.2.4 a brown bear).
The student: Students ask each other colours
identifies pictures while of the animals and other
listening; objects.
identifies the objects according Information exchange: Students
to their features; work in groups. The use colours 39
describes the objects in the of things and animals in

pictures and around him using sentences and present it to the class. For example:
the words have already been
It is a red apple (a blue car, a pink pencil, yellow
learned;
communicates using words, hair, a green ball, a brown bear).
word combinations and speech Working with SB:
etiquettes have already been Children love being active. If
learned. you have a larger class, you can
The students will be able to: add another group of objects to
repeat after the teacher; the numbers and colours, for
pronounce words with correct example, animals. The teacher
intonation; then calls out three words. For
identify the new vocabulary in example, “five blue, tigers” and
the listening passage. the children swap three cards.
Integration: •When the children have all swapped cards, they
Intrasubject 1.1.3; 2.2.2 can put them face down and the class can try to
Classroom management: remember which child has which card.
working with individual •Put all the cards face down on the floor (with the
students, pair work, group work number/colour facing the floor).
Task type: repetition, imitation Children take turns to turn up two cards. If
Resources: SB, flashcards, they can say the names correctly, they keep the
pictures, realia, cards. If not, the cards are put back in the same
www.learnenglish.org.uk and place.
www.teachingenglish.org.uk Ask students to look at page 40 and repeat after
websites you: three green apples, two pink bags, five
Motivation: Put different orange rulers, two yellow books, one green eraser,
objects on the table. Ask the four blue pens.
names of things. Choose two- Practise sentence patterns with your students.
three objects of the same E.g. “I have got a red apple (a blue car, a pink
colour. Tell the students the pencil, a green ball, an orange bear.)’
colours of the things. You can Summary and Revision:
also say: I like red, yellow, pink, With the teacher’s guidance the students ask the
blue, green. Show the students colours of animals and things. They ask: What
three green apples, two pink bags, colour ..? and How many ..? questions and get
five orange rulers, two yellow answers. For example: three green apples, two pink
books, four green erasers, four bags, five orange rulers, two yellow books, four
blue pens. green erasers, four blue pens.
Ask students: What colour..? Implementation: The students use: It’s a white
question. Students look at the board (a brown table, a black table, an orange
pictures and say the colours book) Have/has got, I/you, he/she and colours
using I’ve got …. I have got... in every day speech.
43
Unit 7
Lesson 2 Colours

(3) (4) (5)

patterns using brown, grey
orange, white, black , a white
board, a brown table, a black
table, an orange book.
4. Pronounces words: a black

dog, an orange giraffe, a grey
rabbit, a brown lion, a grey
elephant, a white cat, a white
bear with correct intonation.
5. Builds up communication
using language material: It’s a
white board (a brown table, a
black table, an orange book).
I’ve got/he’s got a red apple(a
blue car, a pink pencil, a green
ball, an orange bear.)”
44
Unit 7
Lesson 3 Colours
Content: speaking, listening Information exchange: Groups
Content standards: use colours and face vocabulary
1.1.1; 1.1.2; 2.1.3; 2.2.1; 2.2.3 in sentences. I have got blue eyes.
The student: I have got black hair. I have got
follows easy instructions; brown hair.
identifies pictures while Working with SB:
listening; 1. Check if the children know
names the objects in the colours in the SB page 41
pictures and around him; 2. Ask them different questions:
describes the objects in the What colour is the girl’s hair?
pictures and around him using What colour are the boy’s eyes? What colour are
the words have already been the girl’s eyes? You can use What colour..?, How
learned. many..? questions to describe pictures of animals
The students will be able to: on page 42.
repeat after the teacher; Practise sentence patterns with
pronounce words with correct your students. E.g. “He/she has
intonation; got black hair. She has got green
identify the new vocabulary in eyes and black hair.’
the listening passage. Summary and Revision:
Integration: With the teacher’s guidance the
Intrasubject 1.1.3; 2.2.2 students ask the colours of the
Classroom management: pictures in the SB. They ask
working with individual What colour ..? and How many ..?
students, pair work, group work questions and get answers.
Task type: repetition, imitation Implementation: Children take turns to describe
Resources: SB, flashcards, their own face.
pictures, realia,
www.teachingenglish.org.uk Assessment criteria
(3) (4) (5)
Total
websites
Motivation: You do not need to 1. Follows the
instructions.
have pens or pencils for this
game. You can gather lots of 2. Pronounces
different objects from the short speech
patterns using:
children. For example: You could She has got green
gather exercise books, pencils, eyes and black
some chalk, a stone, and a hair.
handkerchief – whatever is to 3. Pronounces
hand. You can then proceed in the words: a white dog
same way you did at the previous and an orange
lesson. giraffe, with
correct intonation.
As the students already know
colours and face vocabulary, the 4. Builds up
teacher can ask the following communication
using language
questions: What colour is your
material:
hair? What colour are your He/she has got ... .
eyes? Is your hair short? Is your
hair long?
Students can say what colour
their hair, eyes are.
45
Teacher's notes
46
Unit 8
Lesson 1 Clothes
Content: speaking, listening pronounces the word again and
Content standards: asks students to repeat after
1.1.2; 2.1.3; 2.2.2; 2.2.3 him/her.
The student: Information exchange: Students
identifies pictures while work in groups and tell each other
listening; the clothing item they are having
counts the features of the on. I’ve got .. ; He/she has got .. ;
objects familiar to him; My trousers are .. ; My shoes are .. .
describes the objects in the Working with SB:
pictures and around him using Ask students to look at page 43
the words have already been where there are some clothing items. Pronounce
learned them and ask your students to
The students will be able to: repeat after you. Tell them to
repeat after the teacher; turn the page and look at the
pronounce words with correct next page. Ask them to work in
intonation; groups and describe the boy’s,
identify the new vocabulary in girl’s and dog’s clothes.
the listening passage. Practise sentence patterns with
Integration: your students. E.g. “I’ve got
Intrasubject 1.1.2; 2.2.1; 2.2.3; a skirt, shoes. My trousers are
1.1.3; 2.2.2 black. My shoes are white.’
Classroom management: Summary and Revision:
working with individual With the teacher’s guidance the students learn
students, pair work, group work the clothing items. The can already ask: What is
Task type: it..?, What colour..? and How many..? questions
repetition, imitation and get answers.
Resources: Implementation: Children take turns to describe
SB, flashcards, pictures, realia, what they are having on.
www.teachingenglish.org.uk Satis
Good Excellent
websites Assessment criteria factory
(4) (5)
Total
Motivation: (3)
Give the children relevant 1. Follows the
instructions.
pictures of clothing: coat, shoes, 2. Pronounces short
skirt, sweater, trousers, T-shirt speech patterns using my
and ask them to cut them out. coat, her shoes, his
Ask students to say the colour of trousers
their clothes. For example: It is 3. Repeats after the
teacher.
red/blue etc. A red coat, white
shoes, a blue skirt, a black 4. Pronounces words: my
sweater, green trousers, a yellow coat (shoes, skirt,
sweater, trousers, T-shirt
T-shirt) with correct intonation.
Students ask the teacher the
names of the clothing. The 5. Builds up
communication using
teacher whispers to them: language material:
a blue sweater, a red skirt, I’ve/he/she has got... .
a yellow T-shirt, black trousers, My trousers are...
a green coat, white shoes. The
students introduce the words to
the class. The teacher
47
Unit 8
Lesson 2 Clothes
Content: speaking, listening other the clothing item they are
Content standards: having on. I’ve got... . He/she
1.1.1; 1.1.2; 2.1.3; 2.2.1; 2.1.4 has got... . My trousers are... .
The student: My shoes are... . My dress... .
follows easy instructions; Working with SB:
identifies pictures while Ask students to look at page 45.
listening;
There are some clothing items
names the objects in the
pictures and around him; there. Pronounce them and ask
pronounces word combinations your students to repeat after
and simple sentences have you. Tell them to turn the page
already been learned. and look at the next page. Ask
The students will be able to: them to work in groups and
repeat after the teacher; describe the boy’s, girl’s, teddy
pronounce words with correct bear’s and doll’s clothes.
intonation; Practise sentence patterns with
identify the new vocabulary in your students. E.g. “A bear has
the listening passage. got a yellow T-shirt and green
Integration: trousers. I’ve got a blue dress.”
Intrasubject 1.1.2; 2.2.1; 2.2.3; Summary and Revision:
1.1.3; 2.2.2 With the teacher’s guidance the
Classroom management: students learn the clothing items. They can
working with individual already ask What is it..?, What colour..? and
students, pair work, group work How many..? questions and get answers.
Task type: repetition, imitation Implementation: Children take it in turns to
Resources: SB, flashcards, describe what they are having on.
pictures, realia,
(3) (4) (5)
Total
1. Follows the
websites instructions.
Motivation: Give the children
relevant items of clothing: 2. Pronounces short
speech patterns
trousers, dress. Ask them to using a coat, shoes,
wear them on the doll. a skirt, a sweater,
Ask students to say the colour trousers, a T-shirt.
of the clothing. For example: It 3. Repeats after the
is red (blue). The doll has got a teacher.
white dress, a blue T-shirt. 4. Pronounces
Students work in groups. They words: my coat
ask the teacher the names of the (shoes, skirt, sweater,
trousers, T-shirt with
clothing they don't know. The correct intonation.
teacher whispers to them. The
students introduce the words to 5. Builds up
communication
the class. The teacher pronounces using language
the word again and asks students material.
to repeat after him/her. I’ve got…
He/she has got… .
Information exchange:
My trousers are… .
Students mingle and tell each My shoes are….
48
Unit 8
Lesson 3 Clothes
Content: speaking, listening Students ask the teacher the
Content standards: names of the clothing. The
1.1.2; 2.1.3; 2.2.3; 2.2.4 teacher helps them with new
The student: words: jeans, hat, cap. The
identifies pictures while teacher pronounces the words
listening; and asks students to repeat after
describes the objects in the him/her.
pictures and around him using Information exchange: Students
the words have already been work in groups and tell each other
learned; the clothing item they are having
communicates using words,
on. I've got... . He/she has got... . (a sweater, trousers,
word combinations and speech
etiquettes have already been a dress, T-shirt)
learned. Working with SB:
The students will be able to: Ask students to look at pages
repeat after the teacher; 47, 48. They will see different
pronounce words with correct clothing items there. Pronounce
intonation; them and ask your students to
identify the new vocabulary in repeat after you. Ask them to
the listening passage. work in groups and describe the
Integration: boy’s/ girl’s clothes.
Intrasubject 1.1.2; 2.2.1; 2.2.3; Practise sentence patterns with
1.1.3; 2.2.2 your students. E.g. “She has got
a black skirt and a yellow hat. He has got black
trousers, a pink sweater and a black cap.”
Summary and Revision:
With the teacher’s guidance the students learn
the clothing items. The can already ask What is
Resources: SB, flashcards,
it..?, What colour..? and How many..? questions
pictures, realia,
and get answers.
Implementation: Children take turns to describe
the pictures on pages 47, 48.
websites
Motivation: Satis
Good Excellent
Practice the short dialogue with Assessment criteria factory Total
(4) (5)
(3)
children:
– What colour is your T-shirt?
– It’s yellow. 2. Pronounces short speech
patterns using a coat, shoes,
Ask them to act the short a skirt, a sweater, trousers,
dialogue out. a T-shirt, jeans, a hat, a cap
Ask students to say the colour 3. Repeats after the teacher.
of the clothing. For example: It 4. Uses words in sencentes.
is red (blue) etc. Tell them to What colour is your T-shirt?
use a red coat, white shoes, a It’s yellow.
blue skirt, a black sweater, 5. Builds up communication
using language material
green trousers, a yellow T-shirt) What colour...?
and start the sentence with “It I have got four sweaters;
is...’. He/she has got…. (trousers,
dress, T-shirts) jeans, a hat,
a cap
49
Teacher's notes
50
Unit 9
Lesson 1 House
Content: speaking, listening Information exchange: Students Lesson 1
Unit 9. House
Content standards: work in groups and tell each other

1.1.2; 2.1.1; 2.1.3; 2.2.1; 2.2.4 the house related vocabulary:
The student: bathroom, bedroom, door, garden,
identifies pictures while house, kitchen, living room,
listening; window.
repeats sounds, sound Working with SB:
combinations and easy words Ask students to look at pages 49,
while listening;
49
50. They will see different

names the objects in the pictures there. Pronounce the
pictures and around him;
words: a bathroom, a bedroom, a door, a garden,
communicates using words,
a house, a kitchen, a living room, a window and
word combinations and speech
etiquettes have already been ask the students to repeat after you.
learned. Practise sentence patterns with your students.
The students will be able to: E.g. “Where is the bed? It’s in the bedroom.
repeat after the teacher; Where is the table? It’s in the kitchen.”
pronounce words with correct Summary and Revision:
intonation; With the teacher’s guidance the
identify the new vocabulary in students learn the names of rooms
the listening passage. in the house. They can already
Integration: ask: What is it..?, What colour..?
Intrasubject 1.1.2; 2.2.1; 2.2.3 and How many..? Where is/are..?.
Classroom management: questions and get answers.
working with individual Implementation: Children take
students, pair work, group work it in turns to describe their own
Task type: houses.
repetition, imitation
Resources: SB, flashcards, Satisfactory Good Excellent
(3) (4) (5)
pictures, realia,
1. Follows the
instructions.
websites 2. Pronounces short
speech patterns using
Motivation:
Ask the students to draw the 3. Repeats after the
teacher
picture of the house they live in.
Tell them to use different 4. Pronounces words:
a bathroom, a bedroom,
colours. a door, a garden,
Ask students to say the colours a house, a kitchen,
in the house. For example: The a living a room,
sofa is red. The table is brown. a window.
Students ask the teacher the 5. Builds up

communication using
names of the rooms in the language material:
house. The teacher introduces Where is ….?
the words to the class: It’s in the (kitchen).
a bathroom, a bedroom, a door, Is it in the
(bedroom)?
a garden, a house, a kitchen,
a living room, a window.
51
Unit 9
Lesson 2 House
Content: speaking, listening after you. Have your students use the words in
Content standards: sentences. For example: We have
1.1.1; 2.1.3; 2.2.1; 2.2.3 a big table in the living room.
The student: I have a bag,
follows easy instructions; a doll and three books on the
names the objects in the table. Three
pictures and around him; books are on the
describes the objects in the table. A doll is
pictures and around him using on the table. A
the words have already been ruler is in the
learned. bag.
The students will be able to: Summary and Revision:
repeat after the teacher; With the teacher’s guidance the
pronounce words with correct students learn the clothing
intonation; items. The can already ask What
identify the new vocabulary in is it?, What colour ..? and How many ..? Where
the listening passage; is/are ..? questions and get answers.
Integration: Implementation: Children take turns and describe
Intrasubject 1.1.2; 2.2.1; 2.2.3 their own house and objects in their house.
working with individual Satisfactory Good Excellent
students, pair work, group work (3) (4) (5)
Task type: repetition, imitation 1. Follows the
Resources: SB, flashcards, instructions.
pictures, realia, 2. Pronounces short
www.learnenglish.org.uk and speech patterns
www.teachingenglish.org.uk using It’s a picture.
websites. (a sofa, an
armchair, a table).
Motivation: Ask students to
draw the picture of the house 3. Repeats after
they live in. Tell them to use the teacher.
different colours. 4. Pronounces
“What is it?” Ask students words: a living
room, a sofa, an
questions and have them answer armchair. The ball is
the questions using have under the bed. The
shoes are under the
vocabulary. bed.
Students ask the teacher the
names of the things in the 5. Builds up
communication
house. The teacher pronounces using language
the words: a sofa, an armchair, material:
a picture, a window, a table. It’s a picture
Information exchange: (a sofa, an armchair,
a table). We have
Students work in groups and a big table in the
tell each other about the things living room. I have
in their own house. a bag, a doll and
Working with SB: three books on the
table. Three books
Ask students to look at pages 51, are on the table.
52 where they will see different A doll is on the table.
pictures. Pronounce the words A ruler is in the bag.
and ask the students to repeat
52
Unit 9
Lesson 3 House
Content: speaking, listening sofa. A teddy bear is on the bed.
Content standards: 2.1.3; 2.2.3; The ball is under the bed. Shoes
2.2.4 are under the bed. Ask students
The student: to repeat after him/her.
describes the objects in the Information exchange:
pictures and around him using Students work in groups and
the words have already been ask each other the vocabulary
learned; related to house.
communicates using words, Working with SB:
word combinations and speech Ask students to look at page 53,
etiquettes have already been 54 and see different pictures. Pronounce in, on,
learned. under and explain the use of the prepositions.
The students will be able to: Ask the students to use them in their own
repeat after the teacher; sentences.
pronounce words with correct For example: A doll is on the sofa. A teddy bear is
intonation; on the bed.
identify the new vocabulary in Summary and Revision:
the listening passage. With the teacher’s guidance the
Integration: students learn vocabulary related
Intrasubject 1.1.2; 2.2.1; 2.2.3; to house. The can already ask:
1.1.3; 2.2.2 What is it? What colour..? and
Classroom management: How many..? Where is/are..?
working with individual questions and get answers.
students, pair work, group work Implementation: Children take
Task type:repetition, imitation turns and describe their own
Resources: SB, flashcards, house.
pictures, realia,
Total
(3) (4) (5)
1. Follows the
websites instructions.
Motivation: Ask students to 2. Pronounces short
draw the picture of the house speech patterns using
they would like to live in. Tell It’s a sofa,
(an armchair, a table).
them to use different colours
and describe it. teacher.
Ask students to say the names 4. Pronounces words:
of the things in the house. For in, on, under
example: a bedroom, a bed, two A doll is on the sofa.
A teddy bear is on the
beds, a big table, a small table, bed. The ball is under
a brown chair, a big picture. the bed. The shoes are
Students say the words: a living under the bed.
room, a sofa, an armchair, 5. Builds up
communication using
a picture in the house. Pronounce language material:
under and explain it. Help them in, on under
with prepositions: in, on, under. A doll is on the sofa.
A teddy bear is on the
Ask them to say sentences bed. The ball is under
according to the picture with the bed. Shoes are
under the bed.
correct pronunciation.
For example: A doll is on the
53
Sample Summative 2 Second Half Year
54
CONTENTS
Unit 1. Hello Unit 6. My body

Lesson 1..................................10 Lesson 1.................................. 37
Lesson 2..................................12 Lesson 2.................................. 38
Lesson 3..................................14 Lesson 3.................................. 39
Unit 2. My face Revision of units 4-5-6............... 40

Lesson 1................................... 16
Lesson 2................................... 17 Unit 7. Colours
Lesson 3................................... 18 Lesson 1..................................42
Lesson 2..................................43
Unit 3. Animals Lesson 3..................................45
Lesson 1....................................20
Lesson 2....................................21 Unit 8. Clothes
Lesson 3....................................22 Lesson 1..................................47
Lesson 2..................................48
Revision of units 1-2-3................ 23 Lesson 3..................................49
Unit 4. My toys Unit 9. House

Lesson 1................................... 25 Lesson 1..................................51
Lesson 2................................... 27 Lesson 2..................................52
Lesson 3................................... 29 Lesson 3..................................53
Sample Summative 1.................. 30 Sample Summative 2.................. 54
Unit 5. Food
Lesson 1...................................32
Lesson 2...................................33
Lesson 3...................................34
Цмумтящсил мяктябляринин 1-ci ñèíôè ö÷öí
“Инэилис дили” (ясас хариъи дил кими) фянни цзря
МЦЯЛЛИМ ЦЧЦН МЕТОДИК ВЯСАИТ
Мцяллифляр:
Ялийева Нярминя Мещди-аьа гызы
Щцсейнова Эцлшян Ханлар гызы
Ялийева Ряфигя Щямид гызы
www.eastwest.az
www.fb.com/eastwest.az
info@eastwest.az
Бурахылыша мясул: Севил Исмайылова

Дизайнер: Кярим Мящдяви
Ряссам: Мярзийя Таьыйева
Сящифяляйиъи: Йеэаня Рцстямова
Техники редактор: Эцлтякин Ъяфярова
Баш редактор: Самиря Бекташи
Техники директор: Аллащверди Кяримов
Няшриййат директору: Кямаля Гарайева
Формат: 57х82 1/8. Офсет чапы. Физики чап вяряги 7.

Сифариш 16039. Тираж 6300
“Шярг-Гярб“ ASC-nin мятбяясиндя чап олунмушдур.

АЗ1123, Бакы, Ашыг Ялясэяр кцчяси, 17.
Тел.: (+99412) 374 83 43
(+99412) 374 73 84

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Нярминя Ялийева

Цмумтящсил мяктябляринин 1-ъi синфи цчцн

МЦЯЛЛИМ ЦЧЦН МЕТОДИК ВЯСАИТ

Азярбайъан Республикасы Тящсил Назирлийинин

Елми редактор: Эцлнар Щцсейнзадя,

Ряйчиляр: Яфган Абдуллайев,

© Азярбайъан Республикасы Тящсил Назирлийи, 2016

Good luck with your teaching!

The number of The number of The number of

Identifies the objects according to their

N Pupil’s name * ** ***

1 Ibrahim Rehimli ***

2 Leyla Feyzullayeva ****

* Distinguishes and describes the objects (number, size, colour).still developing

Revision of Units 1-2-3

Revision of Units 4-5-6

1.1.1, Music SB, flashcards, pictures, Presentation

Revision of Units 7-8-9

Use western gestures in your class

repeat after the teacher and down” It happens so that after

Good bye” to each other. activity more than 3-5 minutes.

Assessment criteria Satisfactory (3) Good (4) Excellent (5) Total

1. Follows the instructions.

2. Pronounces hello, stand

him/her continues guessing. There are different ways of

students to look at the pictures of two boys, two girls and a

Content standards: 1.1.1; Draw the students’ attention to

repeat after the teacher; loudly. For example: one book,

Information exchange: 1. Follows the

teams at the other end of the

words correctly. At the beginning just ask them to

without any thinking mechanically. And it is definitely

Assessment criteria Satisfactory (3) Good (4) Excellent (5) Total

1. Follows the instructions.

2. Pronounces short speech

3. Repeats after the teacher.

4. Pronounces words my ball,

the words have already been would be quite interesting for

Assessment criteria Satisfactory (3) Good (4) Excellent (5) Total

1. Follows the instructions.

2. Pronounces short speech

3. Repeats after the teacher.

4. Pronounces words: a ball,

Satisfactory Good Excellent

1. Follows the instructions.

2. Pronounces short speech

3. Repeats after the teacher.

4. Pronounces words: three

Content standards: They use numbers and answer

while listening; Working with SB:

two-three animals of the same 2. Pronounces short speech

Content standards: pencil, yellow hair, a green ball,

describes the objects in the of things and animals in

Satisfactory Good Excellent

1. Follows the instructions.

2. Pronounces short speech

3. Repeats after the teacher.

N Pupil’s name * *