Smiles 3 - Teacher's Book

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Teacher’s Book
for Kazakhstan Grade 3
2017
Jenny Dooley
Series Consultant: Bob Obee
Translations by N. Mukhamedjanova
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Introduction p. IV
Programme (Contents & Syllabus) p. XI
CONTENTS Vocabulary Grammar
1 Animals (pp. 4-17) • animals • interrogative pronouns

• parts of the body • the verb ‘have got’
• Animal Types • demonstrative pronouns
• Body Parts • articles (a, an, the)
• Animal Song and Dance • some/any
• Craft Project • prepositions of place
• present continuous
2 Light and Dark (pp. 18-31) • sources of light • plurals

• clothes • must/mustn’t
• Sources of Light • rules • can (permission)
• Day & Night • past simple
• Out at Night • comparisons
Storytime I: Twinklinka (Value: Be kind) (pp. 32-33)
3 Time (pp. 34-47) • daily routine • ordinals

• time • present simple
• Times of my Day • days of the week • prepositions of time and place
• Days of the Week • numbers (1-100)
• At the Right Time
4 Buildings (pp. 48-61) • parts of a house • there is/are

• things in a house • plurals
• Four Walls • shops and buildings • past simple
• Our Town • jobs • prepositions of place and time
• Around the House • present simple
• comparisons
• possessive case
• articles
• some/any
• demonstrative pronouns
Storytime II: The Lazy Girl (Value: Don’t be lazy) (pp. 62-63)
• cool and warm colours • like + -ing
5 Art and Music (pp. 64-77) • activities • adverbs of frequency
• Drawing Chairs • time • past simple
• Musical Instruments • sports • adverbs of manner
• My Music • have to
• Shadow Puppet Show
6 Explorers and Inventors • materials • present simple

• story-related words • possessive adjectives
(pp. 78-91)
• months • comparisons
• Inventions in Kazakhstan • demonstrative pronouns
• Bright Ideas • past simple (regular & irregular)
• Marco Polo • object pronouns
• Exploring Space
Storytime III: Too-too-moo and the Giant (Value: Do the right thing) (pp. 92-93)
7 Water, Water, Everywhere! • (seaside) activities • present continuous

• can (ability)
(pp. 94-107)
• adverbs of manner
• By the Sea
• A Beach Story
• Rain, Rain …
8 Having Fun (pp. 108-121) • places • present simple

• seasons • past simple
• Fun Places • activities • present continuous
• Flying Kites • numbers (1-100) • imperative
• Number Games • there is/are
• possessive adjectives
• comparisons
Storytime IV: Pennies from the Sky (Value: Help people in need) (pp. 122-123)
Glossary (pp. 124-128) Instruments for Evaluation pp. 129(T)-158(T)

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Thinking Skills Cross-Curricular

Skills Sounds Spot!
Links/Culture
Reading: Meeting Carly the cow • Applying world • How many legs? (Maths) •o
Speaking: Talking about animals; describing knowledge • Zoos in the USA and dog
people/animals and monsters; saying where • Recalling information Kazakhstan long
animals are • Combining ideas to body
Listening: Multiple matching about people and form a new whole
their appearance • Creative thinking
Writing: A postcard from a farm
Reading: An eventful football game • Lateral thinking • Be Bright, Be Seen! (Social • ch – sh
Speaking: Talking about sources of light, clothes • Understanding the Science) cherry
and rules; asking for and giving permission main idea of a story • Traditional costumes in chase
Listening: Listening for specific information about • Applying world Scotland, Japan and dish
children’s favourite clothes knowledge Kazakhstan fish
Writing: School rules
Reading: Liam waking up early by mistake • Combining ideas to • At the Right Time (Maths) •s
Speaking: Describing one’s daily routine; saying form a new whole • Tea time in the UK and gets up
where things are; telling the time • Applying world Kazakhstan drinks
Listening: Multiple matching about a girl’s daily knowledge plays
routine
Writing: A project about your favourite day
Reading: Shopping for Gran • Logical-mathematical • Around the House • ou
Speaking: Saying what there is in a house; giving thinking (Geography) house
directions; talking about jobs • Paying attention to • Jobs in the UK, Mexico and mouse
Listening: Listening for specific information about visual details Kazakhstan blouse
people’s jobs • Applying world
Writing: A project about someone you know and knowledge
his/her job
Reading: Celebrating Green Classroom Day • Paying attention to • Musical Instruments • ie

Speaking: Talking about art, preferences and sports; visual details (Music) tie
telling the time; saying how often you do things • Interpreting information/ • Puppet shows in the UK lie
Listening: Multiple matching on the sounds of visuals and Kazakhstan pie
musical instruments • Making decisions
Writing: A project about your daily routine
Reading: Nanny’s experience on the beach • Applying world • Marco Polo (History) •b–v
Speaking: Talking about inventions and inventors, knowledge • NASA and the Baikonur baby
what you did in the past • Recalling information Cosmodrome bird
Listening: Multiple matching about what people vine
did in the past valley
Writing: A project about your last birthday
Reading: Doing water sports • Combining ideas to • The Water Cycle • w – wh

Speaking: Talking about (seaside) activities; saying form a new whole (Geography) walrus
what you can do and how well you can do it • Critical thinking • Famous athletes from the water
Listening: Multiple matching of people and • Applying world USA, Russia and Kazakhstan whiskers
activities knowledge white
Writing: A project about Summer Camp
Reading: Flying kites • Applying world • Working with numbers • s – sh
Speaking: Talking about favourite places, seasons knowledge (Maths) sea
and seasonal activities; describing things • Recalling information • Kite festivals in the UK and sheep
happening now • Combining ideas to Kazakhstan fish
Listening: Multiple matching of people and form a new whole
activities • Mathematical thinking
Writing: A diary entry
Activity Book (Key & Instructions) pp. 159(T)-184(T) Vocabulary and Grammar Practice (Key) pp. 185(T)-192(T)
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Introduction
Smiles 3 is a course specially designed to introduce Smiles 3 contains the following modules and their
young learners to the English language. The syllabus objectives:
is based on graded structures and vocabulary Module 1: animals, parts of the body;
enabling the pupils to use English effectively and Module 2: sources of light, clothes, rules;
ensuring that they enjoy themselves while learning. All Module 3: daily routine, time, days of the week,
four skills (listening, speaking, reading and writing) are numbers (1-100);
developed through a variety of communicative tasks Module 4: parts of a house, things in a house,
and key language is recycled regularly. Smiles 3 is shops and buildings, jobs;
ideal for young learners as it encourages active, holistic Module 5: cool and warm colours, activities, time,
and humanistic learning, thus developing a keen sports;
interest in the English language. Smiles 3 comprises 8 Module 6: materials, story-related words, months;
modules. Each module consists of seven lessons. It is Module 7: (seaside) activities;
aimed at pupils who come under the category of A1, Module 8: places, seasons, activities, numbers
Basic User. (1-100).
A1 Basic Users The Pupil’s Book also incorporates a variety of

appealing additions:
Pupils in this category can understand and use some
basic vocabulary and expressions related to their own I Time for CLIL
personal, concrete world. They can communicate in This section presents cross-curricular material.
simple exchanges, introduce themselves and ask and The pupils use English to complete activities
answer questions in a simple, repetitive way. Simple related to other subject areas, e.g. Maths,
interaction is feasible, provided the other person Social Science, etc in a fun and creative way.
speaks clearly and slowly and is prepared to assist.
II Our World
Components This section aims to promote cultural diversity
and cultural identity.
• Pupil’s Book
The Pupil’s Book has been designed to appeal to, III Checkpoint
as well as involve the pupils in language learning. The Checkpoint section appears at the end of
New words and structures are presented in a every module and aims to assess pupils’
clear and effective way by means of picture word knowledge as well as promote autonomy in
association. New language is presented and learning.
practised in context through lively dialogues and
short texts. A variety of functional exercises, songs IV Storytime
and games help pupils practise and consolidate This section includes folk tales from around the
the key language in a memorable and enjoyable world. It aims to provide pupils with real language
way. input and enables them to practise reading for
Smiles 3 is modularised; therefore, in each module the pleasure. It also teaches pupils values (Smiles
pupils are thoroughly exposed to the new language Values!) and raises their intercultural awareness.
and achieve competency in the target language at
a faster pace. In addition, through the Pupil’s Self- V Glossary
Assessment Forms (found in the Teacher’s Book), the The teacher can refer the pupils to the glossary
pupils can assess their progress and develop their that contains the core vocabulary of the
language awareness and independence. (See course and ask them to use it as a point of
Instruments for Evaluation.) reference.
IV
Introduction
• Activity Book How to play the Board Game
The Activity Book is in full colour. It can be used Divide the class into two teams, A and B, or into
either in class or for homework, upon completion pairs. Ask the pupils to use a coin, a pencil
of the corresponding lesson(s) in the Pupil’s Book. sharpener, a rubber, etc as a marker and
It aims to consolidate the language that appears place it on the START sign. The teams or pairs
in the Pupil’s Book through various activities. The take turns selecting a number by throwing
notes in the Teacher’s Book include a suggested dice, spinning a spinner, etc. Then they move
division as to when these pages can be covered. along the board the number of spaces shown.
The pupils must answer the question or follow
The Activity Book also includes: the instructions in the square they land on. A
I Stickers correct answer allows the pupils to stay where
they are, whereas an incorrect one means
Stickers are an excellent way to involve tactile/
that they must move one square backwards.
kinaesthetic learners. They help pupils retain
vocabulary in their long-term memory as they
V The World Around Us
are not simply exposed to new words, but they
have to do something with them.Young learners This section consolidates the cross-cultural and
love using their hands and this trait should be cross-curricular sections.
part of the learning process. There are some
activities with stickers in the Activity Book. The VI The Words I Know!
type and aim of these activities vary to give Through this section, the pupils are given the
pupils the chance to practise the new language opportunity to consolidate the vocabulary
in a motivating and appealing way. taught throughout the year.
II Extra Check • My Language Portfolio

The Extra Check section appears at the end My Language Portfolio is used to contain material
of every module and aims to assess pupils’ that the pupils use, along with any extra material
knowledge as well as promote autonomy in given by the teacher throughout the course. My
learning. Language Portfolio has been designed to stimulate
The Extra Check section includes activities that and support the learning of the English language.
provide extra consolidation. Upon completion Its purpose is to help the pupils reflect on, realise
of the Extra Check sections, the pupils can do their progress in and improve their language
the Module Tests which can be found in the learning. The Language Portfolio is the pupil’s
Teacher’s Resource Pack CD-ROM. property. It is a tool to accompany the pupil’s
language learning throughout their school life and
III My Green Passport is suitable for documenting their learning both
Through this section the pupils are given the inside and outside the classroom. In practice,
opportunity to learn about the environment and Language Portfolios may include project work or
become more aware of various environmental other examples of written work or drawings
issues in a fun and creative way. completed inside or outside the class, DVDs (with
the pupils’ favourite story or with performances of
IV Let’s Play! songs, school plays, etc), certificates, reports from
teachers, or even a collection of objects or pictures.
Let’s Play! is a board game at the end of the It is a collection of material that the learners want
Activity Book. The aim of the board game is to to keep as evidence of their learning. The main
provide an atmosphere of relaxation while emphasis is on the process of learning. As a result,
consolidating the language learnt. while compiling their Language Portfolios, pupils
learn how to work independently.
V
Introduction
How to make a Language Portfolio • Progress Report Cards: The teacher completes
During the first lesson, explain to the pupils that them, one per pupil, upon completion of
they should bring in a folder, which they will have each module, taking into consideration the
with them at all times and in which they will keep pupil’s performance and progress throughout
their Language Portfolios. For the next lesson, the module as well as the mark received in
bring in self-adhesive labels, write My Language the corresponding Module Test.The pupils file
Portfolio on them and help your learners stick their Progress Report Cards in their Language
them onto their folders. Show the pupils how to Portfolios.
store their material in their Language Portfolios
and make sure they update it regularly.
NOTE
• Teacher’s Book The following symbols have been used throughout the
The Teacher’s Book provides interleaved step-by-step course so that the teachers can understand at a
lesson plans, as well as the answers to the activities glance what the focus/purpose of the activities are:
in both the Pupil’s Book and the Activity Book. It also i : These activities can be done in two ways, one
contains extra ideas on how to present new words more demanding than the other, depending on
and language patterns, additional activities and the strengths and weaknesses of the pupils/
games, as well as audioscripts for the listening classes (Differentiated Instruction).
activities. At the beginning of the Teacher’s Book the
teacher can find the Programme, an analytical ii : These activities offer cross-curricular links as
chart of the targets and objectives of the modules. pupils learn English while focusing on other subject
areas (e.g. Maths, Social Science, etc).
The Teacher’s Book also includes:
iii : This is a pair work activity.
I Instruments for Evaluation
iv : This is a group work activity. Both pair work
Evaluation is an essential part of the learning and group work activities promote collaborative
process. It helps the learners become aware learning.
of their progress in the target language, how
v : These activities develop pupil’s Critical
much they have achieved and what areas
Thinking Skills such as identifying and recalling
need further practice. Evaluation also allows
information, applying world knowledge, etc.
teachers to reflect on the validity of their
teaching practices and the types of the vi : Pupils can display these activities in the
material being used. classroom.
In the Instruments for Evaluation, the teacher vii :These are Formative Evaluation Worksheets that
can find a: teachers can use to assess the pupils’ progress.
• Formative Evaluation Chart: The teacher viii : These activities boosts the pupils’ research
uses the chart to evaluate the pupils on an skills as they give the pupils the opportunity to
activity at any time during the course and find and use information from the Internet.
writes the marks obtained with the help of
a code. The teacher can also use the • Teacher’s Resource Pack CD-ROM
Formative Evaluation Worksheets.
The Teacher’s Resource Pack CD-ROM provides
• Cumulative Evaluation Chart: The teacher the teacher with material which can be used in the
uses the chart to evaluate the pupils at the classroom for further exploitation of the language
end of each module and writes the marks learnt.
obtained with the help of a code.
The Teacher’s Resource Pack is divided into the
• Pupil’s Self-Assessment Forms: The pupils give
following sections:
their personal opinion about their own results
upon completion of each Checkpoint. They I Reinforcement and Extension Activities
file these forms in their Language Portfolios. These activities are in the form of projects
VI
Introduction
which pupils can do on their own or in groups. • Pupil’s Multi-ROM (Pupil’s CD/DVD)
The pupils can then file their projects in their
Language Portfolios. The Pupil’s Multi-ROM includes the chants, songs,
dialogues and texts from the Pupil’s Book so that
II Templates the pupils can listen to them at home as well as
These are templates for the activities in the watch the fully animated DVD.
Pupil’s Book.
III Story Cards • ieBook
These cards include the stories in the Pupil’s Book. The ieBook acts as a personal study aid to be used
The teacher can hand them out to the pupils so at home. It helps the pupils with their assigned
that they can make their own story books. homework, dictation, vocabulary, reading and
revision in a fun and interesting way. With the
IV Phonics Worksheets and Key ieBook, pupils enjoy learning English with games,
These help the pupils master the art of reading. videos, quizzes and stories.
V Module Tests, Key and Audioscripts
There are six tests, one per module, as well as • Interactive Whiteboard Software
an end-of-year Exit Test. The Exit Test can also The Interactive Whiteboard Software integrates
be used as a placement test for the next level. all the elements of the course in a much more
engaging and entertaining way to facilitate
• Certificate of Achievement learning.
This can be downloaded from Express Publishing’s
site. It is filled in upon completion of the course.The Characters
aim of this certificate is to reward the pupils as well
Smiles follows the adventures of a group of loveable and
as give them a sense of achievement.
exciting characters. The pupils have the opportunity to
associate themselves with Liam, an eight-year-old boy,
• Picture Flashcards and his sister Lilly as they explore the world around them
The Picture Flashcards illustrate the new vocabulary along with their friends Jake and Daisy and their pet
items and can be used for presentation, revision, chimp, Charlie. The characters have been selected to
additional practice and memory games. Flashcards reflect the ethnic diversity of our societies. Their nanny,
enable the pupils to make the connection between Nanny Rose, possesses magical powers and leads the
the visual prompt and the spoken word and help children on a magical journey!
teachers avoid the use of translation or lengthy
explanations.
Key features of the course
• Posters 1 Presentation of the new language
The series is accompanied by vocabulary and The new language is presented by first listening
cross-curricular posters. In the Teacher’s Book there to the new vocabulary. In each lesson plan the
are helpful guidelines as to when and how the teacher will find detailed guidance on how to
posters can be used. vary the presentation of new vocabulary, as well
as further reinforcement and extension activities.
• Class CDs 2 Grammar and Vocabulary Activities
The Class CDs include all the recordings for the There is a great variety of activities catering for all
listening activities in the Pupil’s Book, Activity Book types of learners and learning styles: colouring,
and the Module Tests. pair and group work, matching, games, etc. In
this way, the pupils use the new language in a
meaningful context.
VII
Introduction
3 Dialogues 10 Time for CLIL
All the dialogues cover areas of interest within the In this section, the pupils explore other fields of
pupils’ knowledge. They are always followed by a study, e.g. Maths, Science, etc through English. In
reading comprehension task, which the pupils this way, the pupils learn how to use English as a
have to complete after reading and listening to the vehicle to approach other subject matter.
dialogue. In this way, the pupils not only familiarise
11 Our World
themselves with the dialogue, but also practise
reading strategies (reading for a speciic purpose), In this section, the pupils have the opportunity to
thus enhancing their reading comprehension skills. read short texts about aspects of life in their
country as well as in other countries.
4 Thinking cap
12 Storytime
The pupils are gently introduced to thinking skills
such as interpreting and understanding, making Reading for pleasure is fostered through the
decisions, creating new ideas, etc. These sections Storytime section, which is designed to make
help the pupils develop their mental processes reading an enjoyable and rewarding experience.
and become better learners. Stories and folktales serve as useful tools in the
classroom. Telling stories can build essential
5 Talking point listening skills, teach morals and entertain. Stories
The pupils practise everyday English in short, from different cultures demonstrate how people
useful dialogues. These dialogues are used as a from all over the world are alike.
springboard for the pupils to improve their basic
13 My Green Passport
communication skills.
In this section, the pupils are given the opportunity
6 Sounds Spot! to learn about nature and the environment around
This section offers the pupils the opportunity to them. It includes interesting and fun activities which
distinguish between different sounds in spoken promote a greater understanding and respect for
English. environmental issues.
7 Games & Songs
• Linguistic Skills
Pupils at this level need a lot of opportunities to
play and explore their surroundings. Playing games The pupils can do the following upon completion
and singing songs/chants provides a necessary of each module:
outlet and ensures that the pupils are learning 1 associate pictures with new vocabulary with
while having fun. It is also a way of ensuring that the aid of illustrations in their books as well as
the lesson always ends on a high note. In every unit through the use of the picture flashcards or
there are songs/chants and games that add a posters;
creative and enjoyable element to the language 2 produce the sounds, pronunciation and
classroom. intonation of the target language;
3 communicate with their peers in English,
8 Development of reading skills
exchanging basic information about everyday
The pupils are introduced to short texts and matters, such as introducing themselves,
dialogues aimed at gradually improving their describing a house, talking about animals, etc;
reading skills through enjoyable activities. In this 4 understand dialogues, short exchanges, etc;
way, the pupils gain an appreciation of reading 5 achieve oral competency through the
and are not intimidated by the written word. reproduction of short exchanges, songs and
Reading for pleasure is fostered through the chants.
Storytime sections, which is designed to make
reading an enjoyable and rewarding experience.
9 Gradual progression in writing
Every module includes short texts which can be
used as a model for the pupils’ own writing.
VIII
Introduction
• Learning-to-learn skills The teacher should empower his/her learners by:
• teaching classroom language, i.e. the teacher’s
Upon completion of each module, the pupils will instructions, such as open your books, close your
be able to: books, work in pairs, etc, the pupils’ instructions, i.e.
1 concentrate better and longer, as they are the rubrics, and the pupils’ questions and answers
trained to listen to dialogues in order to perform to the teacher. Classroom language is the
a task; language of communication between teacher and
2 skim and scan texts and dialogues to locate pupils in the classroom and needs to be taught
the necessary information; from day one.
3 develop their writing skills; • giving brief and clear oral or written instructions.
4 gain awareness of aspects of life in other The teacher should give or read the instructions.
countries; S/He reads them at a slower pace, providing
5 record and assess their progress through the examples and eliciting examples from the pupils
Checkpoint and Pupil’s Self-Assessment Forms, so s/he can be sure that they know what to do.
thus developing autonomy. • assigning homework ten minutes before the end
of the lesson, so s/he can:
• Social Skills a read the instructions;
Upon completion of each module, the pupils will: b give adequate examples;
1 be motivated to read English, encouraged by c elicit examples from the pupils;
the enjoyable Storytime section; d ask them if they have any questions.
2 experience being part of a group and obeying By following this procedure, we can ensure that the
rules through the games; pupils know how to do their homework. Explain to
3 become more responsible by keeping and the parents how important it is for the pupils to do
updating their Language Portfolios; their homework alone as this will eventually reinforce
4 have a good understanding of the culture self-confidence and encourage self-assessment.
and traditions of other countries;
5 have some understanding of the way of life in
other countries. Songs in the Language Classroom
Songs are of great value in language learning.They are
Classroom Management vivid examples of how the language taught is used in
a real context and highlight both pronunciation and
Creating a pleasant environment in the classroom intonation. Furthermore, their rhythm enables the pupils
should be one of the teacher’s very first goals. It is a to remember the newly acquired language and
good idea for the teacher to arrive a few minutes stimulates learning. There are numerous ways to use
early to welcome the pupils and have something songs in the language classroom.You can play the CD
interesting for the early comers to do. They can listen and invite the pupils to move and clap to the rhythm or
to the song from the previous lesson, watch the video hum to the melody. If there are lyrics which are
again or play with the picture flashcards, identifying frequently repeated, children will soon start joining in.
the book’s characters as well as the vocabulary items
already presented. Here are some ways to animate the songs:
The teacher should establish his/her policies from the a Total Physical Response (TPR) activities: Have the
start. Remind pupils to: pupils stand in a circle and play the song once.
• come to class on time; Sing and demonstrate the actions, encouraging
• bring their Pupil’s Books, etc; the pupils to imitate you. Play the song again, this
• raise their hands when they want to ask a question; time asking the pupils to listen to the song and
• wait for their classmates to answer the teacher’s repeat after you while doing the actions. Play the
questions before they raise their hands to give song a third time and lead the singing while the
their answers. pupils join in.
IX
Introduction
b Using props: Bring visuals, realia or word cards to • What are the types of learning styles?
class. Hand out these props to your pupils and
ask them to hold up the prop as soon as they – Visual Learners
hear the corresponding word in the song. These learners need to see the teacher’s body
c Song dramatisations: Having interesting plots and language and facial expressions to fully
characters, songs frequently offer themselves for understand the content of the lesson.They think
further exploitation through drama. The teacher in pictures and learn best from visual displays
can dramatise the songs into short sketches, thus including diagrams, illustrations, transparencies,
motivating his/her pupils. Assign roles and have videos, flashcards and handouts.
the pupils sing their lines. Simple costumes and
props can be prepared and used to make the – Auditory Learners
performance more realistic. These learners learn best through verbal
These are just a few suggestions on how to use the lectures, discussions, talking things through
songs in the language classroom. Be as inventive as and listening to what others have to say.
you can since pupils love performing. Written information may have little meaning
until it is heard.They often benefit from reading
a text aloud and using a CD player.
Checking Pupils’ Progress
– Tactile/Kinaesthetic Learners
a Homework: At the end of each lesson, the pupils
should be given some homework. The Teacher’s Tactile/Kinaesthetic people learn best through
Book provides some suggestions on what to assign a hands-on approach, actively exploring the
for homework and how to check it in the next lesson. physical world around them.They find it hard to
sit still for long periods and may become
b Progress Report Cards: After completing each
distracted by their need for activity and
module and taking the corresponding test,
exploration. These learners express themselves
photocopy the respective Progress Report Card
through movement.They have a good sense of
from the Teacher’s Book and fill it in, one per pupil.
balance and hand-eye coordination. By
The pupils should keep these cards in their
interacting with the space around them, they
Language Portfolios for future reference.
are able to remember and process information.
c Pupil’s Self-Assessment Forms: After the pupils have They have to do things on their own to be able
completed the Checkpoint section of each to learn the new language.
module, they should fill out the Self-Assessment Form
by themselves. This learning-to-learn technique
enables the pupils to develop awareness of their
progress. The Self-Assessment Form should be kept
in their Language Portfolios for future reference.The
Pupil’s Self-Assessment Forms can be found in the
Teacher’s Book.
Types of Learning Styles

Over the years, teachers have noticed that some of
their pupils learn by listening to new information,
some pupils prefer to read it, while others need to do
something with the new information. There are many
different learning styles. Consequently, a coursebook
should offer a variety of exercises and material to
stimulate all learning styles and help pupils learn in
the way that suits them best.
X
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Programme (Contents & Syllabus)
➤ Module 1 ➤ Module 2
In this module the pupils will ... In this module the pupils will ...
read and listen to ... read and listen to ...
• the characters’ experience on a farm • some children talking about their clothes
• Daisy writing to her parents • the characters playing football
• a song about animals • some school rules
• a song practising classroom rules
learn how to ... (COMPETENCES)
• identify animal types learn how to ... (COMPETENCES)
• identify and describe parts of the body • talk about sources of light
• describe people and animals • talk about clothes
• pronounce the sound \Å\ • make suggestions
• talk and write about rules
practise ... (DESCRIPTORS)
• ask for and give/refuse permission
Lexical Areas • make comparisons
• animal types • say where people were yesterday
• parts of a body • to distinguish between and pronounce the
• farm animals sounds \tS\ and \S\
Grammar Focus practise ... (DESCRIPTORS)
• interrogative pronouns Lexical Areas
• the verb ‘have got’ • sources of light
• demonstrative pronouns (this, that, these, • clothes
those) • rules
• articles (a, an, the)
• some/any Grammar Focus
• prepositions of place • plural numbers (regular and irregular)
• present continuous • must/mustn’t
• can/can’t (permission)
write about ...
• past simple
• a farm • comparisons
Time for CLIL write ...

• about classroom rules
Pupils will ...
• explore Maths and count animals’ legs Time for CLIL
• talk about animals and location
Pupils will ...
• talk about animals and actions
• explore Social Science and learn what to
Our World wear when it’s dark to be seen
Pupils will ...
Our World
• read about famous zoos in the USA and
Pupils will ...
Kazakhstan
• read about traditional costumes from
Scotland, Kazakhstan and Japan
XI

Storytime I Our World
Pupils will ... Pupils will ...
• read a story from Sri Lanka about Twinklinka, • read about teatime in the UK and Kazakhstan
a beautiful but vain doll
• talk about the importance of being kind to
people
➤ Module 4
In this module pupils will ...
➤ Module 3 read and listen to ...
• Jake going to the supermarket to buy food
In this module the pupils will ...
for his grandma
read and listen to ... • a text about Mr Bell, the postman
• a girl talking about her daily routine • a song about jobs
• Liam describing his daily routine learn how to ... (COMPETENCES)
• Lilly describing what she usually does on her
• talk about parts of a house
favourite day
• talk about places
• a song about the days of the week
• talk about location
learn how to ... (COMPETENCES) • give directions
• talk about everyday activities • talk about jobs
• say where things are • describe people’s everyday life
• tell the time • make comparisons
• distinguish between and pronounce the • pronounce the sound \aU\
sounds \s\ and \z\ practise ... (DESCRIPTORS)
practise ... (DESCRIPTORS) Lexical Areas
Lexical Areas • parts of a house
• daily routine • things in a house
• time • shops and buildings
• days of the week • jobs
• numbers (1-100) Grammar Focus
Grammar Focus • there is/are
• ordinals • plurals
• present simple • past simple
• prepositions of time and place • prepositions of place and time
• present simple
write ... • comparisons
• about their favourite day • possessive case
• articles
Time for CLIL • some/any
• demonstrative pronouns
Pupils will ...
write ...
• explore Maths and learn numbers 1-100
• learn how many seconds are in a minute and • about someone they know and their job
how many minutes are in an hour
• make calculations
XII

Time for CLIL • past simple
• adverbs of manner
Pupils will ... • have to
• read about places around the house write ...
• explore Geography and learn directions and
mapping skills • about their daily routine
Our World Time for CLIL

• read about jobs in the UK, Mexico and • explore Music and learn about musical
Kazakhstan instruments and different kinds of music genre
Storytime II Our World

• read a story from Hungary about a lazy girl • read about puppet shows in the UK and
• talk about the importance of not being lazy Kazakhstan
➤ Module 5 ➤ Module 6
In this module pupils will ... In this module the pupils will ...
read and listen to ... read and listen to ...
• the characters celebrating Green Classroom • Nanny’s experience when she visited her sister
Day • what the characters did the previous day
• Jake’s daily routine • Daisy’s birthday experience
• a song about Green Day • a song practising months
learn how to ... (COMPETENCES) learn how to ... (COMPETENCES)
• identify cool and warm colours • talk about inventions and inventors
• talk about preferences • talk about past actions
• say what they like doing in their free time • name the months
• tell the time • to distinguish between and pronounce the
• talk about sports sounds \b\ and \v\
• say how often they do things practise ... (DESCRIPTORS)
• say what Lilly and Daisy did on Green Day
Lexical Areas
• pronounce the sound \aI\
• materials
practise ... (DESCRIPTORS) • story-related words
Lexical Areas • months
• cool and warm colours Grammar Focus
• activities
• present simple
• time
• sports
• comparisons
Grammar Focus • demonstrative pronouns
• like + -ing • past simple (regular & irregular)
• adverbs of frequency • object pronouns
XIII

write ... write about ...
• about their last birthday • Summer Camp
Time for CLIL Time for CLIL

• explore History and learn about Marco Polo • explore Geography and learn about the
Water Cycle
Our World
Pupils will ...
Our World
Pupils will ...
• read and learn about NASA in the USA and
the Baikonur Cosmodrome in Kazakhstan • read about famous athletes from the USA,
Russia and Kazakhstan
Storytime III
Pupils will ...
• read and listen to a story from Indonesia ➤ Module 8
about a girl and a giant
• talk about the importance of doing the right In this module the pupils will ...
thing even when it’s difficult read and listen to ...
• some children saying where they went last
Saturday
• the characters’ experience at the park
➤ Module 7 • Lilly as she is writing in her diary
• a song practising weather and the seasons
In this module the pupils will ...
learn how to ... (COMPETENCES)
read and listen to ...
• say what they like doing in their free time
• the characters doing various water sports
• say where some children were last Saturday
• a text about the characters doing different
• talk about favourite places
activities
• talk about seasons and seasonal activities
• a song practising sports
• say what is happening now
learn how to ... (COMPETENCES) • make comparisons
• say what they like doing by the seaside • distinguish between and pronounce the
• tell a story sounds \s\ and \S\
• talk about sports practise ... (DESCRIPTORS)
• describe actions happening now
Lexical Areas
• talk about abilities
• places
• pronounce the sound \w\
• seasons
practise ... (DESCRIPTORS) • activities
Lexical Areas • numbers (1-100)
• (seaside) activities Grammar Focus
Grammar Focus • present simple
• present continuous • past simple
• the verb ‘can’ (ability) • present continuous
• adverbs of manner • imperative
XIV

• there is/are
• comparisons
write about ...
• an entry in their diary
Time for CLIL

Pupils will ...
• explore Maths and learn how to work with
coordinates
Our World
Pupils will ...
• read about kite festivals in the UK and
Kazakhstan
Storytime IV
Pupils will ...
• read a story from England about a poor girl
who was rewarded for her kindness
XV
04_Smiles 3 KAZAKH Mod 1 Ts.qxp_04_Smiles 3 KAZAKH Mod 1 Ts.qxp 6/15/17 13:28 Page 16
4
Module 1
Lesson 1 PRESENTATION AND PRACTICE
Aims (Activities to present and activate the new language.)
To talk about animal types; to talk about
elephants, snakes and penguins. Animal Types
Language focus
• Structures: Interrogative pronouns (what,
which); Present Simple
1 Look at the pictures. Which animal
• Language in use: I live on land. I eat eggs is a mammal? a reptile? a bird?
and small animals. I look for food at night. Write mammal, reptile, bird on board. Explain their
What am I? I’m a snake. Do snakes live in meaning (mammals feed their babies milk from their
Antarctica? Yes, they do./No, they don’t. own bodies, reptiles lay eggs and use the heat from the
Target vocabulary sun to keep their blood warm, birds have feathers and
• Mammal: elephant wings and in most cases can ly). Ask the pupils, in L1 if
• Reptile: snake necessary, to name some mammals, e.g. dog,
• Bird: penguin elephant. Write them on the board under the correct
heading. Repeat the activity for reptiles and birds. Refer
Cross-curricular links the pupils to the picture on the previous page and elicit
• Science (Exs 1 and 4) the animals. Point to the penguin and ask: What type
of animal is the penguin? Elicit: A bird. Then point to the
Thinking Skills elephant and ask: What type of animal is the
• Applying world knowledge (Ex. 2) elephant? Elicit: A mammal. Repeat the activity for the
snake.
Extra materials
• None. Answer key
mammal: elephant
reptile: snake
BEGINNING THE LESSON bird: penguin
(An activity to introduce yourself and greet the pupils.)
Wait by the door and greet the pupils as they arrive.
When everyone is seated, write your name on the
board and introduce yourself to the class. Point to
your name on the board and to yourself and say:
Hello, I’m (Mrs Sharipova). Say: Hello again. The pupils
repeat, chorally and/or individually. Stand in front of
a pupil, introduce yourself and elicit his/her name.
Repeat with some more pupils.
e.g. Teacher: Hello, I’m Mrs Sharipova.
Pupil 1: Hello, I’m Assel. etc
Have the pupils go around the classroom, shake hands
and introduce themselves.
e.g. Pupil 1: Hello, I’m (Berik).
Pupil 2: Hello, I’m (Ulan). etc
4(T)
Module 1
Note: Once you have corrected their assignments,
2 : Read and name the animal. guide your pupils on how to file them in their Language
Portfolios.
Read the instructions and explain the activity. Allow
the pupils some time to read the sentences and write
the names of the animals. Check their answers. ENDING THE LESSON
Answer key (An activity to consolidate the language of the lesson.)
1 snake 2 elephant 3 penguin Divide the class into two teams, A and B. Invite a
pupil from each team to the board. Whisper an
3 True or False? In pairs, decide. animal from the lesson to the pupils. The pupils then
Check your answers online or with your have to draw clues on the board related to the
teacher. animal. They are not allowed to speak, write words or
use gestures. Each team has two minutes to guess the
Read the instructions and explain the activity. Go correct animal. The first team to do so, wins a point for
through the sentences and elicit any unknown words. his/her team. Continue with other pupils from each
Allow the pupils some time to read the sentences team. The team with the most points wins the game.
about snakes and choose True or False. Once the
pupils have finished, provide them with the correct ACTIVITY BOOK (Optional)
answers or have them go online to find the answers.
If you wish, you can assign some or all of the
Answer key corresponding activities from the Activity Book for
1 B 2 A 3 A 4 B 5 B homework. If this is the case, make sure you explain
Chose a pupil and ask: Do snakes live in Antarctica? them first in class.
Elicit: No, they don’t. Then, in pairs, the pupils ask and
answer questions as in the example.
Answer key
2 A: Do snakes smell with their tongue?
B: Yes, they do.
3 A: Do snakes sleep with their eyes open?
B: Yes, they do.
4 A: Do snakes eat only three times a year?
B: No, they don’t.
5 A: Do snakes stop growing when they are one
year old?
B: No, they don’t.
4 Find some facts about one of

the other two animals. Present them
to the class.
Ask the pupils to use the Internet or other sources and
find some facts about the elephant or the penguin.They
can include a picture or a drawing. Tell them to use the
sentences in Ex. 3 as a model. Allow them time to finish
their assignment. Alternatively, assign it for homework.
Have them present their assignments to the class during
this lesson or the next. Display their work in the classroom.
5(T)
Animal Types
1 Look at the pictures. Which animal is a mammal? a reptile?

a bird?
2 : Read and name the animal.
1 I live on land. I eat eggs and small animals. I look for food
at night. What am I? I’m a(n) _______________ .
2 I live on land. I eat plants. What am I? I’m a(n) _______________ .
3 I live on land and in water. I eat fish. What am I? I’m a(n) ____________ .
3 True or False? In pairs, decide. Check your answers online

or with your teacher.
A Snake’s Life
1 Snakes live in Antarctica.
A True B False
2 Snakes smell with their tongue.
A True B False
3 Snakes sleep with their eyes open.
A True B False
4 Snakes eat only 3 times a year. A: Do snakes live
A True B False in Antarctica?
B: Yes, they do./
5 Snakes stop growing when they
No, they don’t.
are one year old.
A True B False
4 Find some facts about one of the other two animals.

Present them to the class.
5
Body Parts
5 Listen, point and repeat. Then number.

hair 2
legs ____
nose ____
2 4
1 3 head ____
hands ____
ears ____
mouth ____
6 8
7
5 eyes ____
6 Rearrange the letters and write the words.
dahe resa
1 head
4 ___________
sone
humot
5 ___________
2 ___________
syee selg
3 ___________ 6 ___________
6
Module 1
Lesson 2 Pupils’ books open. Play the CD. The pupils listen,
point to the pictures and repeat the words. Play the
Aims CD again pausing after each word.The pupils repeat,
To talk about parts of the body; to practise chorally and/or individually. Then they write the
describing appearance. corresponding number next to each word. Check
Language focus their answers.
• Structures: the verb ‘have got’ (affirmative), Answer key
adjectives
legs 8 head 1 ears 4 eyes 3
• Language in use: We have got green eyes.
nose 5 hands 7 mouth 6
It’s got one mouth.
Target vocabulary 6 Rearrange the letters and write the
• Parts of the body: hair, legs, nose, head, words.
hands, ears, mouth, eyes
Refer the pupils to the jumbled letters and the parts
Extra materials of the body. The pupils rearrange the letters and write
• Flashcards (1-8); the words. Allow the pupils some time to complete the
• Pictures of mammals, reptiles and birds for the activity. Check their answers.
Beginning the Lesson activity.
Answer key
2 mouth 4 ears 6 legs
BEGINNING THE LESSON 3 eyes 5 nose
(An activity to revise the vocabulary of the previous
lesson.)
Show the pupils the pictures of the animals you have
brought to class and ask them to say if the animal in
the picture is a mammal, reptile or bird.
PRESENTATION AND PRACTICE

(Activities to present and activate the new language.)
FLASHCARDS (1-8)
Body Parts
5 Listen, point and repeat. Then number.
(Track 02 CD1)
Pupils’ books closed. Put up the flashcards, one at a
time, and say the corresponding words. The pupils
repeat, chorally and/or individually. Point to each
flashcard in random order. Ask individual pupils to
name the part of the body. Ask the rest of the class
for verification.
Extension (Optional)
Name a part of the body. Ask the pupils to point to
the corresponding part on their body. Repeat as
many times as you think is necessary.
6(T)
Module 1
STUDY SPOT AUDIOSCRIPT
One
(Activities to present and practise the verb ‘have got’
He’s got red hair and green eyes.
in the afirmative form.)
Two
7 Complete. Use have got or has got. She’s got red hair and green eyes.
Three
Say, then write on the board: I have got a pencil. The
He’s got black hair and green eyes.
pupils repeat, chorally and/or individually. Underline
Four
the words in bold and explain the meaning. Say, then
She’s got black hair and blue eyes.
write: I’ve got a pencil. Underline the short form and
explain how it is formed. Follow the same procedure
and present the rest of the persons in the affirmative ENDING THE LESSON
form. (An activity to consolidate the language of the lesson.)
Then say and write on the board: a big car – big cars. Ask the pupils to describe their best friend.
Underline the words in bold and explain that adjectives e.g. Pupil 1: My best friend is Ulan. He’s got black
do not have a plural form even when they describe plural hair and green eyes. etc
nouns.
Pupils’ books open. Go through the Study spot section ACTIVITY BOOK (Optional)
briefly. Allow the pupils some time to complete the If you wish, you can assign some or all of the
activity. Check their answers. corresponding activities from the Activity Book for
Answer key homework. If this is the case, make sure you explain
2 has got 4 have got 6 have got them first in class.
3 have got 5 has got
8 Count and write. Then say.

Point to the monster and ask the pupils to count how
many eyes, noses, ears, hands and legs it has. Then
ask them to write the numbers, as in the example.
Check their answers.
Answer key
b 4 c 3 d 3 e 4 f 5
Then the pupils report back to the class forming
complete sentences with the verb ‘have got’.
Answer key
It’s got four eyes. It’s got four hands.
It’s got three noses. It’s got five legs.
It’s got three ears.
9 Listen and number. (Track 03 CD1)

Point to the children and ask the pupils to describe
them. Play the CD twice, if necessary. The pupils listen
and write the number. Check their answers.
Answer key
order of pictures: 2, 1, 3, 4
7(T)
7 Complete. Use have got or

has got.
1 We have got green eyes.
2 Nurlybek _______________ big hands.
3 They ___________________ brown hair. I’ve (I have) got blue hair.

She’s (She has) got red hair.
4 I _____________________ a small nose. We’ve (We have) got big mouths!
he/it has got = he/it’s got
5 My sister __________________ red hair.
you/they have got = you/they’ve got
6 You _________________ a small head. a big mouth – big mouths
8 Count and write. Then say.
a 1 mouth
b ______ eyes
c ______ noses It’s got one
mouth.
d ______ ears
e ______ hands
f ______ legs
9 Listen and number.
7
23
10 Listen and read.

Oh, what’s
1 that?
2
OK, children.
Time for bed!
Look! It’s got

two big eyes!
Goodnight,
Grandma!
3 4
It’s really
big!
And it’s got a
big nose!
Help! It’s a
monster!
5 6
Carly,
No, it isn’t. come and
say hello!
8
Module 1
Lesson 3 11 Read the story and choose.
Aims Allow the pupils some time to read the story silently
To listen to and read a story about the characters’ and complete the activity. Check their answers.
experience on a farm; to practise describing a
Answer key
monster; to learn how to pronounce the sound \Å\.
2 a 3 b
Language focus
• Structures: Consolidation. 12 : Tick (✓) the right sentence.
• Language in use: Time for bed! What’s that?
It’s got two big eyes! Has it got any hands? Refer the pupils to the picture and the sentences. The
Yes, it has. Biscuit? That’s a funny name! pupils read the sentences and tick the one that
corresponds to the picture. Check their answers.
Target vocabulary
• Consolidation. Answer key
3 Amir, come and say hello!
Thinking Skills Play the CD again with pauses for the pupils to repeat,
• Reading information (Ex. 12) chorally and/or individually.
Differentiated Instruction
• (Ex. 13)
Extra materials
• None.
BEGINNING THE LESSON

(An activity to revise the language from the previous
lesson.)
Ask the pupils to describe their partner (hair, eyes).
e.g. Assel’s got red hair and green eyes.

(Activities to develop the pupils’ listening and reading
skills.)
10 Listen and read. (Track 04 CD1)

Go through the pictures of the story and set the scene
by asking the pupils questions about what they can
see in the pictures.
e.g. Teacher: (pointing to the children and grandma
in picture one) Liam, Lilly and Daisy are
with Daisy’s Grandma and Grandpa.
(pointing to the big eyes in picture two)
What are these?
Class: Eyes
Teacher: Yes! Two big eyes! etc
Play the CD. The pupils listen and follow the story in
their books. Then individual pupils read out the story.
8(T)
Module 1
Refer the pupils to the pictures. Point to the dog and say:
13 Act out the story \Å\ – dog. The pupils repeat, chorally and/or individually.
• For stronger classes: Assign roles to the pupils. Check their pronunciation. Repeat the procedure for
Allow them enough time to rehearse their roles in long and body. Play the recording. The pupils listen,
groups. Encourage them to come to the front point and repeat. Then point to the pictures at random
and act out the story. and elicit the sound and the words.
• For weaker classes: Select a short exchange from
the story for the pupils to act out in pairs. 16 Complete. Then listen and repeat.
(Track 07 CD1)
14 Talking point. Listen and read. Refer the pupils to the picture. Elicit dog, long and
Make a new dialogue with your friend. body. Draw the pupils’ attention again to the \Å\
(Track 05 CD1) sound. Allow the pupils some time to complete the
Refer the pupils to the picture and the dialogue. Play missing letters. Check their answers.
the CD. The pupils listen and follow along. Pause the Answer key
CD for the pupils to repeat, chorally and/or individually. Bob, the dog has got a long body!
The pupils, in pairs, act out similar dialogues about
themselves. Go around the classroom providing any Play the CD for the pupils to listen and repeat. Ask
necessary help. Ask some of the pairs to come to the individual pupils to read out the phrase. Check their
front of the classroom and act out the dialogue. If you pronunciation and intonation.
wish, write the following on the board so the pupils can Extension (Optional)
refer to it while doing the task.
Write the following words on the board: long, duck,
A: What does your monster look like, ... ? frog, funny, body, nose, dog, doll. Ask individual pupils
B: It’s got ... and a big ... ! to come to the board and circle the words that have
A: Has it got any ... ? the \Å\ sound. Ask the rest of the class for verification.
B: Yes, it has. It’s got ... . Look!
Answer key
A: What’s its name?
B: ... . long, frog, body, dog, doll
A: ... ? That’s a funny name!
Suggested answer key ENDING THE LESSON
Kanat: What does your monster look like, Dana? (An activity to consolidate the language of the lesson.)
Dana: It’s got five eyes and a big ear!
Kanat: Has it got any legs? Ask the pupils to draw a dog. When they
Dana: Yes, it has. It’s got six legs. Look! finish, have them present their drawings to the class
Kanat: What’s its name? and describe their dogs. Display their work in the
Dana: Coco. classroom.
Kanat: Coco? That’s a funny name! e.g. Pupil 1: My dog is really cute! It’s brown and
white. It’s got brown eyes and a long
tail.
SOUNDS SPOT
(Activities to familiarise the pupils with the pronunciation ACTIVITY BOOK (Optional)
of the sound \Å\.)
15 Listen, point and repeat. (Track 06 CD1) corresponding activities from the Activity Book for
homework. If this is the case, make sure you explain
Write the letter o on the board. Point to it and say: \Å\. them first in class.
The pupils repeat, chorally and/or individually. Point to
the letter again and ask the pupils to say the sound.
9(T)
11 Read the story and choose.

1 It’s got two big eyes! 2 It ’s got a big nose! 3 It’s a monster!
a Liam b Lilly a Liam b Lilly a Daisy b Lilly
12 : Tick (✓) the right sentence.
1 Help! It’s Amir!

2 Goodnight, Amir!
3 Amir, come and say hello!
13
14 Talking Listen and read. Make a new

point dialogue with your friend.
Mandy: What does your monster look like, Barry?
Barry: It’s got three eyes and a big nose!
Mandy: Has it got any hands?
Barry: Yes, it has. It’s got five hands. Look!
Mandy: What’s its name?
Barry: Biscuit.
Mandy: Biscuit? That’s a funny name!
16 Complete. Then
15 Listen, point and repeat. listen and repeat.
dog long body Bob the d__g has got

a l__ng b__dy!
9
17 Listen, point and repeat. Then match.
a d
1 2 3 4 5 6
cow goat rabbit chicken duck frog
18 Find the animals and write.
1 D I U N S G K L Z 4
C F V X D Y I Q C
cat O R P T O U B A H __________
R O L Q G H Z U I
2 5
F G W J T R E G C
__________ V J A E M D U C K __________
C A T T D P X O E
3 6
M H I H K P Z Y N
N R A B B I T B H
__________ __________
10
Module 1
point to and repeat the words. Play the CD again
Aims pausing after each word. The pupils repeat, chorally
To talk about farm animals and pets. and/or individually. Then they match the pictures to
Language focus the animals. Check their answers.
• Structures: the verb ‘have got’ (negative/ Answer key
interrogative/short answers)
1 a 2 d 3 f 4 e 5 b 6 c
• Language in use: Nanny Rose hasn’t got
black hair. Has Liam got red hair? Yes, he has.
My pet has got a big body and four short 18 Find the animals and write.
legs. Refer the pupils to the pictures and the wordsearch.
Target vocabulary The pupils look at the pictures, write the names of the
• Farm animals: cow, goat, rabbit, chicken, animals and circle the words in the wordsearch.
duck, frog Check their answers.
• Pets: pony, dog, cat, parrot Answer key
Extra materials 2 rabbit 4 dog 6 frog
• The On the Farm poster. 3 duck 5 chicken
D I U N S G K L Z
BEGINNING THE LESSON C F V X D Y I Q C
(An activity to revise the language from the previous O R P T O U B A H
lesson.)
R O L Q G H Z U I
Ask two pupils to come to the front of the
F G W J T R E G C
classroom and act out the dialogue from the
previous lesson (Ex. 14). Repeat the activity with other V J A E M D U C K
pupils.
C A T T D P X O E
M H I H K P Z Y N
(Activities to present and activate the new language.) N R A B B I T B H
POSTER

(Track 08 CD1)
Pupils’ books closed. Put up the On the Farm poster
on the board. Point to each animal, one at a time,
and say the corresponding words. The pupils repeat,
chorally and/or individually. Point to each animal in
random order. Ask individual pupils to name the
animal. Ask the rest of the class for verification.
Name an animal. The pupils mime it or make a sound
associated with this animal. Repeat with other animals.
10(T)
Module 1
STUDY SPOT ENDING THE LESSON
(Activities to present and practise the verb ‘have got’ in (An activity to consolidate the language of the lesson.)
the negative and interrogative forms and short answers.)
Ask the pupils to draw an animal on a piece
19 Make sentences. of paper without showing it to anyone. In pairs, the
pupils ask and answer questions to find out their
Pupils’ books closed. Point to your hair. Say, then write partner’s animal.
on the board: Have I got (black) hair? The pupils e.g. Pupil 1: Has it got big ears?
repeat, chorally and/or individually. Underline the Pupil 2: No, it hasn’t. etc
words in bold. Follow the same procedure and present
the rest of the persons in the interrogative form. Point ACTIVITY BOOK (Optional)
to your hair again. Say, then write: I have not got (fair)
hair. Follow the same procedure and present the If you wish, you can assign some or all of the
negative form, long and short form. Ask again: Have I corresponding activities from the Activity Book for
got (black) hair? Write: Yes, I have. The pupils repeat, homework. If this is the case, make sure you explain
chorally and/or individually. Explain how the positive them first in class.
short answer is formed. Point to a male pupil, say, and
then write: Has he got (black) hair? The pupils repeat,
chorally and/or individually. Underline the words in
bold. Say and write: No, he hasn’t. The pupils repeat,
chorally and/or individually. Explain how the negative
short answer is formed.
Pupils’ books open. Go through the Study spot section
briefly. Allow the pupils some time to complete the
activity. Check their answers.
Answer key
2 My dog hasn’t got big ears.
3 They haven’t got pink noses.
4 Rabbits haven’t got small ears.
5 Roy the clown hasn’t got a big head.
20 Look, read and answer.

The pupils look at the pictures, read the questions
and answer them. Allow the pupils some time to
complete the activity. Check their answers.
Answer key
2 they have 3 they haven’t 4 it hasn’t
21 Which is Nurlan’s pet? Read, choose

and say.
Refer the pupils to the pets and elicit them. Then the
pupils read the text and complete the activity. Check
their answers.
Answer key
dog
11(T)
19 Make sentences.
1 got/hair./Nanny Rose/black/hasn’t
Nanny Rose hasn’t got black hair.
2 big/My/ears./hasn’t/dog/got
___________________________________
Has he got blue hair? Yes, he has.
3 They/got/pink/haven’t/noses.
Has she got green hair? No, she hasn’t.
___________________________________ Have they got small mouths?
4 ears./Rabbits/haven’t/small/got No, they haven’t.
_____________________________________ I have not got = I haven’t got
he/she/it has not got =
5 Roy the clown/head./a/hasn’t/got/big he/she/it hasn’t got
____________________________________ we/you/they have not got =
we/you/they haven’t got
20 Look, read and answer.

21 Which is Nurlan’s pet? Read,
choose and say.
Has Liam got red hair?
Yes, he has. My Pets
1
Have parrots got small

heads? pony dog
2 Yes, __________________ .
Have dogs got two legs? cat parrot

No, __________________ .
3
My pet has got a big body and four short

legs. It’s got a big head and two very long
Has a pony got long legs?
ears, too! It hasn’t got blue eyes.
No, __________________ .
4
His pet is a _________________ .

11
On the farm
22 Listen and read. Then complete.
,
Dear Mum and Dad
and Grandma’s
I’m here on Grandpa
! Grandpa has
farm. It’s great here
His favourite cow
got ten cows now!
s got five
is Carly! Grandma ha
very funny!
chickens. They are
ra nd pa an d G ra nd ma have got four
G
s have got
goats, too! The goat Grandma
ry cute! Grandpa and
babies. They are ve have got ten
1) _______ ,
______ and
Love, five 2) ____
________ .
four 3) ___
Daisy
23 Look and say. Then write:

You are on a farm. Talk with
This, That, These or Those.
your friends. Then write
about it.
1 This is a frog. ☞
2 _______ are goats. ☞
3 _______ are chickens. ☞ Dear …,

I’m on … farm.
It’s great here! …
4 _______ is a cow. ☞
12
Module 1
Lesson 5 Answer key
1 cows 2 chickens 3 goats
Aims
To talk about farm animals; to write about a farm; Then individual pupils read out the text.
to develop the pupils’ listening skills through a
song. 23 Look and say. Then write: This, That,
Language focus These or Those.
• Structures: demonstrative pronouns (this, that, Pupils’ books closed. Stand near a schoolbag, point
these, those), articles (a, an, the), some/any to it and say: This is a schoolbag. The pupils repeat,
• Language in use: Grandpa has got ten chorally and/or individually. Write the sentence on the
cows now! This is a frog. I’ve got a goat and board and underline the word in bold. Stand further
an eagle. I’ve got some cows, too! I haven’t away from the schoolbag, point to it and say: That is
got any chickens. a schoolbag. The pupils repeat, chorally and/or
Target vocabulary individually. Write the sentence on the board and
• Consolidation. underline the word in bold. Explain that we use this
for something/someone that is near us and that for
Thinking Skills something/someone further away from us. Follow the
• Combining ideas to form a new whole (Ex. 25) same procedure and present these and those.
Extra materials Pupils’ books open. Read the instructions and explain
• None. the activity. Allow the pupils some time to complete
the activity. Check their answers.
Answer key
BEGINNING THE LESSON 2 Those 3 These 4 That
lesson.) PORTFOLIO: You are on a farm. Talk with
Write vocabulary words from the previous lesson on your friends. Then write about it.
the board with certain letters missing. Ask individual Refer the pupils to the picture and elicit the animals.
pupils to come to the board and complete the words. Then ask the pupils, in pairs or in groups, to talk about
Ask the rest of the class for verification. their farms. As homework, tell the pupils to draw a farm
on a piece of paper and use the text in Ex. 22 as a
READING AND WRITING model to write about it.
(Activities to develop the pupils’ reading and writing Suggested answer key
skills.) Dear Mum and Dad,
22 Listen and read. Then complete. I’m here on Grandpa and Grandma’s farm. It’s great
here! Grandpa has got eight ducks now! His favourite
(Track 09 CD1)
duck is Fifi! Grandma has got seven rabbits. They are
Refer the pupils to the picture and ask them questions. very funny. Grandpa and Grandma have got four
e.g. Teacher: (pointing to Daisy) Who’s this? cows, too! The cows have got babies. They are very
Pupil 1: Daisy. cute!
Teacher: (pointing to the cow) What animal is Love,
this? Akbota
Pupil 2: It’s a cow. etc
Note: Once you have corrected their writing activities,
Play the CD. The pupils listen and follow along in their guide your pupils on how to file them in their Language
books. Allow the pupils some time to read the text Portfolios.
silently and complete the activity. Check their answers.
12(T)
Module 1
PRACTICE negative sentences.
Explain the activity. The pupils choose which animals
(Activities to revise farm animals and develop the they have got on their farm. Ask individual pupils to
pupils’ listening skills.) report back to the class.
Suggested answer key
Animal Song and Dance
I’ve got a dog and some chickens. I’ve got a goat,
24 Let’s Sing! (Track 10 CD1) too! I haven’t got any cows.
Ask the pupils to look at the farmer and the cow. Say: Then ask the pupils to find pictures of farm animals
I’m a farmer, my name is Sam. Encourage the pupils and make their own farm books. Have them cut out
to repeat after you. Follow the same procedure and the farm animals and glue one animal per page. The
present the rest of the song. Play the CD. The pupils pupils can also draw the animals, if they choose to.
listen and follow along in their books. Play the CD Go around the classroom proving any necessary
again. The pupils listen and sing along. help. When they finish, help them staple the pages
together. Alternatively, assign it for homework.
Note: Once you have checked their projects, guide
Write some animals on the board, e.g. cat, horse, your pupils on how to file them in their Language
goat, mouse. Elicit and write the sounds they make, Portfolios.
e.g. miaow, neigh, beh, eek. Make a sound. Invite a
pupil to tell you which animal it is. Then the pupils, in
pairs or in groups, choose one animal and make a ENDING THE LESSON
new verse for the song. Then they sing it to the class. (An activity to consolidate the language of the lesson.)
e.g. I’m a farmer,
Project: Home needed
My name is Sam.
I’ve got a lot of animals Divide the class into groups. Assign each
On my farm! group the names of some animals, e.g. horse, goat,
I’ve got a cat and mouse, rabbit, etc. Ask the pupils to draw a home for
It’s big and fat! each of the animals (i.e. a farm for the goat and the
Miaow, miaow, miaow horse, a cage for the mouse and the rabbit, etc).
It goes like that!
ACTIVITY BOOK (Optional)
(See the Introduction for further ideas on how to exploit
the songs.) If you wish, you can assign some or all of the
corresponding activities from the Activity Book for
Craft Project homework. If this is the case, make sure you explain
them first in class.
25 : Which animals have you got

on your farm? Look, choose
and say. Then make your
Farm Book.
Refer the pupils to the pictures. Elicit the animals. Then
read the sentences in the speech bubble aloud.
Remind pupils that we use a before singular nouns
that start with a consonant and an before singular
nouns that start with a vowel. Also revise the use of
some and any. Remind pupils that we use some with
countable plural nouns in affirmative sentences and
any with uncountable nouns in interrogative and
13(T)
Animal Song and Dance
24
I’m a farmer,
My name is Sam.
I’ve got a lot of animals
On my farm!
I’ve got a cow and
It’s big and fat!
Moo, moo, moo –
It goes like that!
Craft Project
25 : Which animals have you got on your farm? Look,

choose and say. Then make your Farm Book.
I’ve got a goat

and an eagle.
I’ve got some
cows, too! I
haven’t got any
chickens.
goat dog
elephant eagle
chickens 13
cows
Maths
26 : How many legs? Count and write.
snake
duck
horse
r
spide
butterfly
1 horse + butterfly + duck = twelve 4 dog + chicken + duck = ___________

2 spider + snake + butterfly = ________ 5 goat + cow + chicken = ___________
3 snake + chicken + duck = _________ 6 rabbit + duck + snake = ___________
14
Module 1
Time for CLIL they’ve got. Point to one of your legs and say: One leg.
Then, point to both of your legs and say: Two legs.
Aims Write on the board: 1+1=2. Say: One plus one is two.
To explore other subject areas (Maths); to learn The pupils repeat, chorally and/or individually. Explain
how many legs animals have got; to talk about to the pupils that we use + when we want to add
location; to say what some animals are doing. something to something else and = to show the result
Language focus of the addition. Ask individual pupils to come to the
• Structures: Prepositions of place, present front of the classroom. Put them in line, point to their
continuous, the definite article (the) legs and ask questions.
• Language in use: How many legs? Two plus e.g. Teacher: (pointing to a pupil’s legs) How many
two is four. Where’s the duck in your picture? legs have you got?
It’s in the tree. Look at the ducks! What are Pupil 1: Two.
they doing? Teacher: (pointing to the legs of two pupils) How
many legs have you and Kairat got?
Target vocabulary Pupil 2: Four.
• Numbers: Consolidation. Teacher: Yes, four. Two legs plus two legs is four
• Animals: snake, duck, horse, butterly, spider legs. etc
Thinking Skills Put up the How Many Legs? poster on the board. Point
• Creative thinking (Ex. 26) to the first picture and say: Snake. The pupils repeat,
chorally and/or individually. Then ask: How many legs
Cross-curricular links has the snake got? Elicit: The snake hasn’t got any
• Maths (Ex. 27) legs! Point to the second picture and say: Duck. The
pupils repeat, chorally and/or individually. Then ask:
Extra materials
How many legs has the duck got? Elicit: Two. Follow
• The How Many Legs? poster.
the same procedure and present the rest of the
animals.
BEGINNING THE LESSON Pupils’ books open. Tell the pupils to look at the
animals, count their legs, do the sums and write the
(Activities to revise the language from the previous
numbers. Allow the pupils some time to complete the
lesson.)
Play the song from the previous lesson.The pupils sing
Answer key
along.
2 fourteen 4 eight 6 six
Ask some pupils to present their portfolio activities 3 four 5 ten
from the previous lesson.

POSTER
26 : How many legs? Count

and write.
Pupils’ books closed. Explain to the pupils, in L1 if
necessary, that you are going to talk about animals
and how many legs they have got. Ask pupils to
name some animals they know and how many legs
14(T)
Module 1
(Activities to present and practise prepositions of place Suggested answer key
and actions.) A: Look at the frogs! What are they doing?
B: They’re jumping.
27 Where are the following A: Jumping? Cool!
animals in your friend’s picture? Talk A: Look at the eagles! What are they doing?
with him/her and find out. B: They’re flying.
Pupils’ books closed. Put your pen on the book. Say, A: Flying? Cool!
then write on the board: Where’s my pen? On the A: Look at the cats! What are they doing?
book. Underline the word in bold. The pupils repeat B: They’re climbing a tree.
after you. Follow the same procedure and present the A: Climbing a tree? Cool!
rest of the prepositions.
A: Look at the rabbits! What are they doing?
Remind the pupils that the definite article the is used B: They’re hopping.
in front of a noun when we know exactly what we are A: Hopping? Cool!
referring to.
A: Look at the goats! What are they doing?
Pupils’ books open. Go through the prepositions briefly. B: They’re eating.
Then point to the picture and elicit the names of the A: Eating? Cool!
animals. Read the example and explain the activity.
The pupils, in pairs, ask and answer questions as in the
example. ENDING THE LESSON
Suggested answer key (An activity to consolidate the language of the lesson.)
2 A: Aidar, where’s the horse in your picture?
Give pupils an even number, e.g. four. The pupils
B: It’s under the tree.
think of animal(s) whose total number of legs is (four).
3 A: Aidar, where’s the butterfly in your picture? Repeat as many times as you think is necessary.
B: It’s above the tree. e.g. Teacher: Six.
Pupil 1: A horse and a duck. etc
4 A: Aidar, where’s the spider in your picture?
B: It’s on the house.
5 A: Aidar, where’s the snake in your picture?
B: It’s near the house.
28 Talk with your friend. them first in class.
• For weaker classes: Point to the picture and elicit
the names of the animals and the actions. Write
them on the board: ducks – swimming, frogs –
jumping, eagles – flying, cats – climbing a tree,
rabbits – hopping, goats – eating. Read the
example and explain the activity. Then the pupils,
in pairs, ask and answer as in the example.
• For stronger classes: Point to the picture and elicit
the names of the animals and the actions. Read
the example. Remind the pupils that we use the
present continuous to describe actions happening
at the moment we are talking.Then pupils, in pairs,
ask and answer questions as in the example.
15(T)
27 Where are the following animals in your

friend’s picture? Talk with him/her and find out.
in on under near above
C
1 A 3
D
4
2
5
E
B
1 A: Aidar, where’s the duck in your picture?
B: It’s in the tree.
28 Talk with your friend.
A: Look at the ducks! What are they doing?

B: They’re swimming. 15
A: Swimming? Cool!
29 Listen and read.
The San Diego Zoo

in California, USA, is
very big. There are over
3,700 animals there!
Visit the zoo and see Visit Almaty Zoo in
lions, elephants, giraffes Kazakhstan and see
and even giant animals from all over
pandas! Look at these the world! You can see
giant pandas! They are zebras, elephants and
having a meal! It’s even white lions!
amazing! Almaty Zoo is a very
special place to visit!
30 Look, read and complete.
1 There are about _____________________ animals at the San Diego Zoo.

2 You can see giant _______________________________________ there, too.
3 There are animals from all over the ___________________ at Almaty Zoo.
4 You can see white _______________________________________ there, too.
16
Module 1
Our World – Checkpoint 1 e.g. Teacher: (pointing to the giant panda) What
animal is it?
Aims Pupil A: It’s a giant panda.
To talk about zoos in the USA and in Kazakhstan; Teacher: What colour is it?
to consolidate the language of the module. Pupil B: It’s black and white. etc.
Language focus Play the CD. The pupils listen and follow the texts in
• Structures: Consolidation. their books.
• Language in use: The San Diego Zoo in
California, USA, is very big. There are over 30 Look, read and complete.
3,700 animals there. Visit Almaty Zoo in
Kazakhstan and see animals from all over Explain the activity. Allow the pupils some time to read
the world! You can see zebras, elephants the text silently and complete the activity. Check their
and even white lions. answers.
Target vocabulary Answer key
• Animals: lions, elephants, giraffes, pandas, 1 3,700 3 world
zebras 2 pandas 4 lions
Extra materials Then individual pupils read out the texts.
• Pictures of animals (panda, zebra, lion, giraffe,
elephant) for Ex. 29. Extension activity (Optional)
• Formative Assessment Worksheets for
Project: My favourite zoo
Module 1, one for each pupil.
Ask the pupils, in pairs, to make a collage of drawings
or pictures of a zoo from their country and write a
short description. They can use the Internet to find
BEGINNING THE LESSON pictures and information. Alternatively, assign it for
(An activity to revise the language from the previous homework. The pupils then present their projects to
lesson.) the class. Display their work in the classroom.
Say: Four plus four is eight. Ask pupils to say if that is Suggested answer key
true or false. Repeat with some more additions.
PRACTICE
29 Listen and read. (TRACK 11 CD1)
(Activities to introduce and practise the topic of the
lesson.) Visit Karagandy Zoo in Kazakhstan and see
Pupils’ books closed. Put the pictures of the animals kangaroos, wolves, bears and more. Karagandy zoo
you have brought to class on the board. Point to them is a very special place to visit!
and name each animal. The pupils repeat after you. Note: Once you have corrected their writing activities,
Ask the pupils, in L1 if necessary, to tell you what they guide your pupils on how to file them in their Language
know about these animals (where they live, what they Portfolios.
eat, etc.) If you wish, play a guessing game. Describe
an animal and the pupils try to guess it. ACTIVITY BOOK (Optional)
e.g. Teacher: It has got four legs, it is black and white
and it eats bamboo. What is it?
Class: It’s a panda!
Pupils’ books open. Ask the pupils to look at the them first in class.
pictures. Have a picture discussion.
16(T)
Module 1
CHECKPOINT 1
1 Read and number.
Elicit the animals in the pictures. The pupils then read
the sentences and number the pictures.
Answer key
B 5 C 2 D 1 E 3 F 4
2 Look and complete.

The pupils look at the pictures and complete the
sentences with the words in the list.
Answer key
1 mouth 3 ears 5 legs
2 head 4 eyes
3 Read and underline.

The pupils read the sentences and underline the correct
words in bold.
Answer key
1 haven’t 3 has
2 Have 4 have
4 Read and choose.

The pupils read the questions and choose the correct
answer for each.
Answer key
2 d 3 f 4 c 5 a 6 e
Extra Check: The pupils are now ready to do pages

12 - 13 in the Activity Book.
Formative Assessment
17(T)
1 Read and number.

0 It’s a goat.
1 It’s a duck.
2 It’s a chicken.
A 0 C E
3 It’s a cow.
4 It’s a frog.
B D F 5 It’s a rabbit.

2 Look and complete. 0 I have/has got a duck.
• hair • head • eyes 1 We haven’t/hasn’t got a frog.
• legs • mouth • ears 2 Have/Has you got a cow?
3 She have/has got a cat.
4 They have/has got blue eyes.
0 3
4 Read and choose.
1 b Where do penguins live?
He’s got red hair. It’s got big _______ .
2 What type of animal is an
1 4 elephant?
3 Where’s the duck?
4 What are those?
5 Are the chickens eating now?
It’s got a big _______ . She’s got blue _____ . 6 How many legs have horses
2 5 got?
a Yes, they are.

b In Antarctica.
It’s got a small ______ . It’s got four _______ . c They’re little frogs!
d It’s a mammal.
e Four.
f It’s in the house.
Extra Check 1: Activity Book p. 12
17
3
2
18
Module 2
Lesson 1 Pupils’ books open. Read the instructions and explain
the activity. Refer the pupils to the picture on page 18.
Aims Allow the pupils some time to read the words, find them
To talk about sources of light; to talk about day in the picture and write the corresponding number.
and night. Check their answers.
Language focus Answer key
• Structures: Consolidation.
b 4 c 3 d 5 e 6 f 2
• Language in use: Which light comes from
nature? Which light do we make?
Target vocabulary
• Sources of light: candle, torch, stars, lamp,
trafic lights, moon
• daytime, night-time
Thinking Skills
• Lateral thinking (Ex. 3)
Cross-curricular links
• Science (Exs 2, 4)
Extra materials
• Completed Progress Report Cards.

Hand out the completed Progress Report Cards for
the previous module and ask the pupils to file them
in their Language Portfolios.
Ask: How can you see during the day? What helps us
see? Elicit: The sun. Then ask: What helps us see at
night? Elicit: The moon, electricity, etc.

Sources of Light
1 Can you find these in the picture?
Number.
Pupils’ books closed. Have a discussion, in L1 if
necessary, about the sources of light around us.
During this process present the words in Ex. 1.
18(T)
Module 2
ENDING THE LESSON
2 Read and answer. Use the words
(An activity to consolidate the language of the lesson.)
from Ex. 1.
Read the instructions and explain the activity. Ask the Divide the class into groups. Half of the
pupils to answer the questions. Check their answers. groups make collages of things we see during the day
Answer key and the remaining groups make collages of things we
see during the night. The pupils can use pictures from
1 light from the moon and stars
magazines or draw pictures. Arrange a class display.
2 light from a candle, a torch, a lamp and traffic
Make sure you display their work somewhere in the
lights
classroom.
3 : Riddle Time! Read and Suggested answer key

complete. Things we can see during the day: the sun, rainbows,
clouds, etc.
Read the instructions and explain the activity. Refer Things we can see at night: the moon, the stars, etc.
the pupils to the riddle. Allow the pupils some time to
read and complete the activity. Check their answers. Note: If pupils use pictures to make their collages, you
can either ask them to bring some in the previous
Answer key lesson or bring some yourself.
sun
Day & Night If you wish, you can assign some or all of the
4 Read and complete. Use daytime them first in class.
or night-time.
Read the instructions and explain the activity. Refer
the pupils to the picture. Explain/Elicit the concept of
daytime and night-time, in L1 if necessary, and how
important it is for us. Talk about the things we do in
the daytime and the night-time. Ask the pupils to
imagine what the world would be like if there was no
daytime or night-time. Have a brief discussion.
Refer the pupils to the sentences. Allow the pupils some
time to complete the activity. Check their answers.
Answer key
night-time
daytime
19(T)
Sources of Light
1 Can you find these in the picture? Number.
a 1 candle c stars e traffic lights
b torch d lamp f moon
2 Read and answer. Use the words from Ex. 1.
1 Which light comes from nature? 2 Which light do we make?
3 : Riddle Time! Read and complete.

I get up in the morning,
I go to bed at night.
And every day I do my best I’m the ________________ .
To give you lots of light!

What am I?
Day & Night
4 Read and complete. Use daytime or night-time.
It is ________________ when the earth faces away from the sun.

It is _________________________ when the earth faces the sun. 19
1 cap e
a
2 scarf c
g
3 gloves
4 boots
d
5 jumper b
6 jeans f
7 put on h
8 take off
6 Look, read and write yes or no.

1 There are two boys in the
bedroom. yes
2 The beds are the same colour. _____
3 The boy on the green bed is
wearing a green jumper. _____
4 The boy on the blue bed is
putting on his jeans. _____
5 There are five caps in the
bedroom. _____
6 There is a scarf on the chair. _____
7 There are some boots under
the green bed. _____
8 There are lots of gloves on the
floor. _____
20
Module 2
Lesson 2 Pupils’ books open. Play the CD.The pupils listen, point
to the words and repeat. If you wish, play the CD again
Aims pausing after each word/phrase. The pupils repeat,
To talk about clothes and accessories. chorally and/or individually. The pupils look at the
Language focus pictures and match them to the words. Check their
• Structures: plurals (regular and irregular) answers.
• Language in use: There are two boys in Answer key
the bedroom. There are two jumpers. How
1 c 3 h 5 f 7 a
many jumpers are there?
2 d 4 g 6 e 8 b
Target vocabulary
• Clothes and accessories: cap, scarf, 6 Look, read and write yes or no.
gloves, boots, jumper, jeans;
• put on, take off Explain the activity. Refer the pupils to the picture and
elicit the clothes and accessories. The pupils look at
Differentiated Instruction the picture, read the sentences and write yes or no.
• (Ex. 9) Check their answers.
Extra materials Answer key
• The Clothes poster. 2 no 4 no 6 yes 8 no
3 no 5 yes 7 yes

(An activity to revise the vocabulary from the previous
lesson.)
Write a few words/phrases from the previous lesson
on the board but with jumbled letters. Ask the pupils
to unscramble the letters and write the words in their
notebooks. Check their answers.

POSTER

(Track 12 CD1)
Pupils’ books closed. Put up the Clothes poster on the
board. Point to the items/phrases, one at a time, and
say the corresponding words. The pupils repeat,
chorally and/or individually. Point to the items/phrases
in random order. Ask individual pupils to name them.
Ask the rest of the class for verification.
Extension activity (Optional)
Point to items of clothing the pupils are wearing and
ask the pupils to name them.
20(T)
Module 2
STUDY SPOT 9 Let’s Play
(Activities to present and practise the plural form – • For stronger classes: Explain the game. Divide the
regular and irregular.) class into two teams. Allow the pupils some time
to look at the picture before they close their
7 Listen and choose. (Track 13 CD1 )
books. The teams answer your questions as to
Pupils’ books closed. Say and write: one cap – two how many gloves, babies, mice scarves and
caps. Underline the -s. The pupils repeat, chorally boxes there are in the picture in Ex. 8. Each
and/or individually. Elicit the formation of the plural correct answer wins a point. The team with the
number (by adding -s to the noun). Explain to the most points wins.
pupils that there are some exceptions to the rule. • For weaker classes: Explain the game. Divide the
Write the word potato on the board. Point to it, say class into two teams. The teams answer your
and write: one potato – two potatoes. Underline -es. questions as to how many gloves, babies, mice,
The pupils repeat, chorally and/or individually. Follow scarves and boxes there are in the picture in Ex. 8.
the same procedure and present the rest of the
spelling rules as well as the irregular plural nouns.
Pupil 1: How many mice are there?
Pupils’ books open. Go through the Study spot section Pupil 2: Four! etc
briefly. Explain the activity and allow the pupils some
time to complete it. Check their answers.
ENDING THE LESSON
Answer key
Sultan – boots, jeans
Kanat – gloves, cap Say one of the words from the lesson. Ask a pupil to
Saule – jumper, gloves draw it on the board. Ask the rest of the class for
verification.
AUDIOSCRIPT
Hello, I’m Sultan and these are my favourite clothes. ACTIVITY BOOK (Optional)
These are my boots and these are my jeans. If you wish, you can assign some or all of the
Hello, I’m Kanat and these are my favourite clothes.
These are my gloves and this is my cap.
Hello, I’m Saule and these are my favourite clothes.
This is my jumper and these are my gloves.
8 Count and complete.

Explain the activity. The pupils look at the picture,
count the items and complete the sentences. Check
the pupils’ answers.
Answer key
2 six gloves 4 four mice 6 six boxes
3 two babies 5 three scarves
21(T)
-s cap – caps, jumper – jumpers

dress – dresses, potato – potatoes, box – boxes, watch – watches,
-es
dish – dishes
-ies baby – babies
-ves scarf – scarves, knife – knives
child – children, man – men, woman – women, foot – feet, tooth – teeth,
irregular
mouse – mice, fish – fish, sheep – sheep
7 Listen and choose. 8 Count and complete.

1 There are two jumpers. (jumper)
2 There are __________________ . (glove)
3 There are __________________ . (baby)
4 There are ________________ . (mouse)
5 There are _________________ . (scarf)
6 There are ___________________ . (box)
Pupil 1: How many jumpers are there?

Pupil 2: Two!
21
51
10 Listen and read.
1 2
Take off your
caps and
scarves!
Come on! Let’s

play football! And your
jumpers, too.
OK. Cool!
Are you ready? Hey! Those dogs have

3 Let’s play! 4 got our clothes!
5 Got you! Give

6
me that scarf!
Oh, no! Look And look at
at my scarf! my cap!
Your clothes
look funny!
22
Module 2
Aims (Activities to develop the pupils’ listening and reading
To listen to and read a story about the skills.)
characters playing football; to practise talking
about clothes; to learn how to distinguish
between and pronounce the sounds \tS\ and \S\. Go through the pictures of the story and set the
scene by asking the pupils questions about what
Language focus
they can see in the pictures.
e.g. Teacher: (pointing to picture 1) Where are Liam
• Language in use: Take off your caps and
and Jake?
scarves! And your jumpers, too. Hey! Those
Class: At the park.
dogs have got our clothes! I like that scarf!
Teacher: What do they want to play?
Which one?
Class: Football. etc
Target vocabulary
Play the CD. The pupils listen and follow the story in
• Consolidation.
their books.
Thinking Skills
• Understanding the main idea of a story
11 Read the story and choose the clothes.
(Ex. 12) Allow the pupils some time to read the story silently
and complete the activity. Check the pupils’ answers.
• (Ex. 13) Answer key
Extra materials scarves, jumpers
• None.
12 : Read the story again. Put the
sentences in order.
BEGINNING THE LESSON Explain the activity. Allow the pupils some time to read
(An activity to revise the vocabulary from the previous the story silently and complete the activity. Check the
lesson.) pupils’ answers.
Divide the class into two teams, A and B. Write a word Answer key
from the previous lesson on the board. A pupil from c Liam and Jake are at the park.
each team comes to the board and writes another a They want to play football with some boys.
word using one of the letters. Each correct answer d The boys take off their caps, scarves and jumpers.
gets one point. The team with the most points is the b The dogs run away with the boys’ clothes.
winner. Play the CD again with pauses for the pupils to
e.g. B repeat, chorally and/or individually.
S C A R F
B
Y etc
22(T)
Module 2
13 Act out the story Write the following words on the board: chicken,
• For stronger classes: Assign roles to the pupils. sheep, shop, choose, short, child. Ask individual pupils
Allow them enough time to rehearse their roles in to come to the board, read out the words and write
groups. Encourage them to come to the front them next to the correct sound.
and act out the story.
Answer key
the story for the pupils to act out in pairs. \tS\: chicken, choose, child
\S\: sheep, shop, short
14 Talking point: Listen and read.
Make a new dialogue with your friend. 16 Complete. Then listen and repeat.
(Track 17 CD1)
(Track 15 CD1)
Refer the pupils to the picture. Elicit cherry, ish, dish and
Refer the pupils to the picture and the dialogue. Play the
chase. Draw the pupils’ attention again to the \tS\ and
CD. The pupils listen and follow along. Pause the CD for
the pupils to repeat, chorally and/or individually. The
\S\ sounds. Allow the pupils some time to complete the
missing letters in their notebooks. Check their answers.
pupils, in pairs, act out similar dialogues about
themselves. Go around the classroom providing any Answer key
necessary help. Ask some pairs to come to the front of The cherry is chasing the dish and the fish!
the classroom and act out the dialogue. If you wish,
write the following on the board so the pupils can refer Play the CD for the pupils to listen and repeat. Ask the
to it while they are completing the activity. pupils to read out the sentence. Check their
pronunciation and intonation.
A: I like ...!
B: Which one?
A: The ... . ENDING THE LESSON
B: ... great! Let’s buy ... .
Ask the pupils to work in pairs. One pupil names the
Assel: I like that jumper! clothes/accessories he/she wants to buy, e.g. blue
Dana: Which one? jeans, red gloves, etc and the other draws rough
Assel: The pink and red one. sketches of the items. Then they swap roles.
Dana: It’s great! Let’s buy it.
SOUNDS SPOT If you wish, you can assign some or all of the
(Activities to familiarise the pupils with the pronunciation corresponding activities from the Activity Book for
of the sounds \tS\ and \S\ and to distinguish between homework. If this is the case, make sure you explain
them.) them first in class.
15 Listen, point and repeat. (Track 16 CD1)

Refer the pupils to the picture of cherry and say: ch
\tS\ – cherry. The pupils repeat, chorally and/or
individually. Check their pronunciation. Repeat the
procedure for chase. Point to the picture of dish and
say: sh \S\ – dish. The pupils repeat, chorally and/or
procedure for fish. Explain to the pupils the difference
between the two sounds, \tS\ and \S\. Play the CD. The
pupils listen, point and repeat.Then point to the pictures
at random and elicit the sounds and the words.
23(T)
11 Read the story and choose the clothes.

caps jeans gloves boots scarves jumpers
12 : Read the story again. Put the sentences in order.
a They want to play football with some c Liam and Jake are at the park.
boys. d The boys take off their caps, scarves
b The dogs run away with the boys’ and jumpers.
clothes.
13
14 Talking Listen and read.

point Make a new dialogue
with your friend.
Emily: I like that scarf!
Oscar: Which one?
Emily: The green and yellow one.
Oscar: It’s great! Let’s buy it.
16 Complete. Then
listen and repeat.
15 Listen, point and repeat.
ch sh
cherry chase dish fish The ____erry is ____asing the

di____ and the fi____ !
23
17 Listen, point and repeat. Then read and match.
a b c
1 uniform
2 chew gum
3 shout
4 drop litter
5 be quiet
6 make noise
d e f
18 : Read. Then point and say their names.
Look at the children at the park yesterday. Gulnara and Marzhan wore their
school uniforms. Gulnara and Dana chewed gum. Akbota made a lot of
noise, but Karlygash was very quiet.
3
4
1 2
5
24
Module 2
Lesson 4 Extension activity (Optional)
Remove the flashcards from the board and shuffle
Aims
them. Write the corresponding word/phrase for each
To talk about school rules; to ask for and give/
flashcard on the board. Ask a pupil to come to the
refuse permission.
board. Give him/her a flashcard. Ask him/her to put
Language focus it above the corresponding word/ phrase. Ask the rest
• Structures: past simple; must, must not of the class for verification.
(mustn’t); can/can’t (permission).
Pupils’ books open. Play the CD.The pupils listen, point
• Language in use: Gulnara and Marzhan
to the words/phrases and repeat. If you wish, play the
wore their school uniforms. Ann made a lot
CD again pausing after each word/phrase. The
of noise, but Karlygash was very quiet. You
pupils repeat, chorally and/or individually. The pupils
must be quiet in class. You mustn’t shout.
look at the pictures and match them to the words.
Can I watch TV tonight? No, you can’t.
Target vocabulary
Answer key
• uniform;
• Rules: chew gum, shout, drop litter, be 1 d 3 f 5 a
quiet, make noise 2 b 4 c 6 e
Thinking Skills 18 : Read. Then point and say their

• Applying world knowledge (Exs 18 and 19) names.
Extra materials Refer the pupils to the picture and explain the activity.
• Flashcards (9-14). Allow the pupils some time to read the sentences and
say the correct corresponding names.
Answer key
BEGINNING THE LESSON 1 Akbota 3 Dana 5 Karlygash
(An activity to revise the language from the previous 2 Gulnara 4 Marzhan
lesson.)
Ask two pupils to come to the front of the classroom
and act out the dialogue from the previous lesson
(Ex. 14). Repeat the activity with other pupils.

FLASHCARDS (9-14)
17 Listen, point and repeat. Then read

and match. (Track 18 CD1)
Pupils’ books closed. Put up the flashcards on the
board. Point to them, one at a time, and name them.
The pupils repeat, chorally and/or individually. Repeat
the procedure with the remaining flashcards. Then
point to each flashcard in random order. Ask individual
pupils to name them.
24(T)
Module 2
STUDY SPOT Pupil 1: Can I jog in your room?
Pupil 2: No, you can’t.
(Activities to present and practise talking about rules,
Pupil 1: Can I wear your scarf?
asking for and giving or refusing permission.)
Pupil 2: Yes, you can.
Pupil 1: Can I shout in the garden?
19 : Complete. Use: must or mustn’t.
Pupils’ books closed. Say, then write on the board: You
must be quiet in class. You mustn’t eat in class.
Underline the words in bold. The pupils repeat,
ENDING THE LESSON
chorally and/or individually. Explain that we use must (An activity to consolidate the language of the lesson.)
to say what we are obliged to do and mustn’t to say
Ask a pupil to think of a classroom rule and mime it.
what we are forbidden to do.
The rest of the class tries to guess the rule. Repeat the
Pupils’ books open. Explain the activity. Allow the pupils activity with other pupils.
some time to complete the activity. Check their answers.
Answer key
2 must 4 must 6 mustn’t If you wish, you can assign some or all of the
3 mustn’t 5 mustn’t corresponding activities from the Activity Book for
20 Let’s Play them first in class.
Point to the picture and read the speech bubbles.

Explain the game. Ask the pupils to think of some
school rules and write them on the board. Then the
pupils choose and illustrate a rule. The pupils, in pairs,
take turns presenting the rules, asking and answering
questions, as in the example.
Answer key
Pupil 1: (showing a ‘not chew gum’ drawing) What’s
the rule?
Pupil 2: We mustn’t chew gum in class. etc

Say, then write on the board: Can I come in? Answer:
Yes, you can. Underline the words in bold. Say, then
write: Can I go out? No, you can’t. The pupils repeat,
chorally and/or individually. Explain that we use can
to ask for permission. Explain the activity. The pupils
complete the activity in pairs. Ask some pairs to report
back to the class.
Answer key
Pupil 1: Can I eat your sandwich?
Pupil 2: No, you can’t.
Pupil 1: Can I play your violin?
25(T)
Can I chew
gum in class?
You must be
quiet in class.
No, you
You mustn’t can’t.
shout.
19 : Complete. Use: must or mustn’t.
1 You mustn’t watch 4 You _________ drink milk

TV all the time. every day.
2 You _________ listen to

5 You _________ eat in
your teacher. class.
3 You _________ drop

6 You _________ play
litter in the street. in the rain.
20 21 Talk with your friend.

• watch TV tonight ✗
• eat your sandwich ✗
• play your violin ✓
What’s the • jog in your room ✗
rule?
• wear your scarf ✓
• shout in the garden ✓
Can I watch
TV tonight?
No, you
We mustn’t can’t.
That’s right. eat in class. 25
School Rules
22 Read and choose. Then listen
and check.
1) m u st / m us tn ’t w ear a uniform.
• We
e 2) m us t / m us tn ’t chew gum.
•W
3) m us t / m u st n ’t shout in class.
• We
W e 4) m us t / m us tn’t drop litter.
•
• We 5) must /
mustn’t be quiet.
us t / m us tn ’t be kind to others.
• We 6) m the desks.
/ m us tn ’t clim b on
• We 7) must
st / m us tn ’t d o o ur homework.
• We 8) m u
23 Where were they yesterday?

Talk with your friends. Then
Read, match and say.
write your classroom rules.
1 You must be quiet.
2 You mustn’t dive.

3 You must keep off the grass.
4 You mustn’t park your car here.
5 You mustn’t feed the animals.

6 You must stand behind the yellow line.
A in the street D at the pool

B at the library E at the train station
C at the park F at the zoo
1 They were … .
26
Module 2
Lesson 5 23 Where were they yesterday? Read,
Aims match and say.
To revise school rules; to write about classroom Explain the activity. Refer the pupils to the sentences.
rules; to develop the pupils’ listening skills through Explain the meaning of was/were. Allow the pupils
a song. some time to read and match the sentences. Check
Language focus the pupils’ answers.
• Structures: Consolidation. Answer key
• Language in use: We must wear a uniform. 1 They were at the library.
We mustn’t chew gum. 2 They were at the pool.
Target vocabulary 3 They were at the park.
• Consolidation. 4 They were in the street.
5 They were at the zoo.
Extra materials
6 They were at the train station.
• None.
PORTFOLIO: Talk with your friends. Then

write your classroom rules.
Refer the pupils to the picture and the rules. Ask the
pupils, in pairs or in groups, to talk about the rules in
lesson.)
their own classroom. Go around the classroom
Say a phrase from the previous lesson e.g. eat in providing any necessary help. For homework, tell the
class. Ask a pupil to come to the board and write it. pupils to write their own classroom rules and use the
Then ask them to make a sentence with it using must text in Ex. 22 as a model.
or mustn’t, e.g. You mustn’t eat in class. etc
My Classroom Rules
READING AND WRITING We mustn’t eat in class.
(Activities to develop the pupils’ reading and writing We mustn’t chew gum.
skills.) We mustn’t climb on the desks.
We must be kind to others.
22 Read and choose. Then listen and check. We must be quiet in class.
(Track 19 CD1) We mustn’t skateboard in class.
Explain the activity. Read the title and ask the pupils
to tell you what they think the text will be about. (Rules Note: Once you have corrected their writing activities,
that pupils have to follow in the classroom.) The pupils guide your pupils on how to file them in their Language
read the text silently and circle must or mustn’t. Play Portfolios.
the CD. The pupils listen and check their answers.
Answer key
2 mustn’t 6 must
3 mustn’t 7 mustn’t
4 mustn’t 8 must
5 must
Then individual pupils read out the text.
26(T)
Module 2
PRACTICE ENDING THE LESSON
(Activities to revise classroom rules and develop the (An activity to consolidate the language of the lesson.)
pupils’ listening skills.)
Project: My room rules
24 Let’s Sing! (Track 20 CD1) Ask the pupils to make a list of rules for their rooms.
Ask them to present them to the class.
Refer the pupils to the picture. Point to Charlie and ask:
Who’s this? Elicit: Charlie. Point to the song and say: Suggested answer key
Follow the classroom rules when you go to school! The My Room Rules
pupils repeat, chorally and/or individually. Follow the You mustn’t eat in here.
same procedure and present the rest of the song. During You must knock on the door.
this stage, present/elicit any unknown words/phrases. You mustn’t drop litter.
Play the CD. The pupils listen and follow along in their Maria
books. Divide the class into three groups and assign
a verse to each group. Play the song again and ask ACTIVITY BOOK (Optional)
each group to sing their corresponding verse. Time If you wish, you can assign some or all of the
permitting, play the song again for the pupils to sing corresponding activities from the Activity Book for
together as a class. homework. If this is the case, make sure you explain
Write the following words on the board: school, eat,
line, cool, seat, ine, neat, rule, street, pool. Ask the
pupils to match the rhyming words.
Answer key
school – cool – rule – pool, eat – seat – neat – street,
line – fine
the songs.)
25 Let’s Play
Explain the Noughts and Crosses game. Divide the
class into pairs or two teams. Allocate one pupil/team
as X and the other as O. The pupils take turns making
sentences with the phrases given. If the sentence is
correct, then they mark the phrase with X or O. The
winner is the pupil/team that has three Xs or Os
horizontally, vertically or diagonally.
We mustn’t listen to loud music.
We mustn’t be late.
You must wear your boots.
You must be kind to your friends.
We mustn’t eat in bed.
We mustn’t eat too much chocolate.
We must go to bed early.
You must tidy your room.
You must help your mum.
27(T)
24
om rules
Follow the classro
hool!
When you go to sc
om rules,
Follow the classro
w to be cool!
Because that’s ho
ur seat
You must stay in yo
sk neat!
And keep your de
om rules,
Follow the classro
w to be cool!
Because that’s ho
on time
You must be there
e line!
And never jump th
om rules,
Follow the classro
w to be cool!
Because that’s ho
25
27
ce
Social Scien
Out at Night
26 Read, choose and complete.
Then listen and check.
• caps • stickers • shoes • bags
Cars have got lights, but they may still not see you. So this is what you
must do:
1 Wear BRIGHT, COLOURFUL clothes on a dark day or when it is
almost night.
2 Wear REFLECTIVE 1) caps, vests, belts and
2) _________ when you are out at night.
3 Carry BRIGHT, COLOURFUL 3) __________ . Decorate your
things with cool BRIGHT zips and 4) __________!
28
Module 2
Time for CLIL Seen! poster on the board. Point to the first picture and
say: bright clothes. The pupils repeat, chorally and/or
Aims individually. Follow the same procedure and present
To explore other subject areas (Social Science); the remaining items on the poster.
to learn how to be safe when out at night; to talk
about and compare clothes and things to wear Pupils’ books open. Refer the pupils to the text and
when out at night. explain the activity. The pupils read, choose the
correct words and complete the text. Then they listen
Language focus and check their answers.
• Structures: Comparisons.
• Language in use: Cars have got lights, but Answer key
they may still not see you. So this is what you 2 shoes 3 bags 4 stickers
must do. The day is darker.
Target vocabulary
• caps, stickers, shoes, bags, relective stripes,
safety
• Adjectives: new, old, big, small, long, short,
bright, dark, warm, cold, colourful
• Social Science (Exs 26 and 29)
Extra materials
• The Be Bright, Be Seen! poster;

(Activities to revise the language of the previous lesson.)
Ask pupils to present their portfolio activities from the
previous lesson. Play the song from the previous
lesson. Invite the pupils to sing along.

Out at Night
POSTER
26 Read, choose and complete. Then

listen and check. (Track 21 CD1)
Pupils’ books closed. Write Out at Night on the board.
Explain to the pupils, in L1 if necessary, that you are
going to talk about ways of being seen at night. Ask
the pupils to think of different ways we can be seen
when we are out at night. Have a class discussion
about why this is important.Put up the Be Bright, Be
28(T)
Module 2
27 Read and match. Suggested answer key
Refer the pupils to the adjectives. Explain their

meaning. The pupils read and match them to their
corresponding opposites. Allow the pupils enough
Be Safe.
time to complete the activity. Check their answers. Wear Something Bright!
Answer key
2 d 3 a 4 b 5 c
STUDY SPOT
(Activities to present and practise comparisons.)
28 Read and tick (✓).
Pupils’ books closed. Say, then write on the board: My
bike is bigger than your bike. Underline the words in
bold. The pupils repeat after you. Explain to the pupils
that when we compare animals, people, or things, we
add -er to the adjective.
Drill your pupils:
e.g. Teacher: new
Pupil 1: newer
Teacher: long
Pupil 2: longer, etc
Pupils’ books open. Go through the Study spot
section briefly. Read the instructions and explain the
activity. Allow the pupils some time to complete the
Answer key
ENDING THE LESSON
2 Picture B 4 Picture B 6 Picture B
3 Picture A 5 Picture B (An activity to consolidate the language of the lesson.)
Say a sentence e.g. My bike is big. Ask a child to respond
29 Over to you: Make a poster by making a comparison, e.g. My bike is bigger than
of bright and reflective clothes and your bike. Repeat with some more sentences and pupils.
things to wear on dark days or when you
are out at night. Present it to the class.
Explain the activity. Tell the pupils that they will make
a poster of bright and reflective clothes and things to
wear on dark days or when they are out at night. Ask
the pupils to use the Internet or other sources to find
the corresponding pictures. If they wish, they can
draw and colour the items. Alternatively, assign it for
homework. After the pupils have finished their posters,
they present them to the class. Make sure you display
their work somewhere in the classroom.
29(T)
27 Read and match.
1 new a short
2 big b dark
3 long c cold
4 bright d small
5 warm e old The blue helmet is smaller
than the red helmet.
small – smaller
big – bigger
28 Read and tick (✓).
A B
Picture A Picture B
✓
1 The day is darker.
2 The boy is older.
3 The bike is newer.
4 The helmet is bigger.
5 The vest is brighter.
6 The bag is smaller.
29 Over to you: Make a poster of bright and reflective

clothes and things to wear on dark days or when you are out
at night. Present it to the class. 29
30 Listen and read.
Hello! My name’s Angus

and I’m from Scotland. I’m
wearing my kilt.
It’s our traditional costume.
Do you like it?
n at fr om K a z akhstan.
I’m Ka a tr aditional
I’m we a rin g
zak h c o st um e . I like my I’m Marumi. I’m from
Ka jacket. Japan. I’m wearing my
black and gold favourite pink and
white kimono!
31 Read and choose.
1 The kilt is a traditional costume 4 Angus is from ______ .
from ______ . a Scotland b Japan
a Scotland b Kazakhstan 5 Kanat likes his ______ .
2 Kanat is wearing a traditional ______ a jacket b cap
from Kazakhstan. 6 The kimono is a traditional costume
a uniform b costume from ______ .
3 Marumi is wearing a pink and white a Kazakhstan b Japan
______ .
a jumper b kimono
30
Module 2
Our World – Checkpoint 2 ENDING THE LESSON
Aims (An activity to consolidate the theme of the lesson.)
To talk about traditional costumes from Scotland,
Project: My favourite traditional costume
Kazakhstan and Japan.
Ask the pupils, in pairs, to make a collage of
Language focus
drawings with traditional costumes from their country.
Alternatively, assign it for homework. The pupils then
• Language in use: Hello! My name’s Angus
present their collages. Display their work somewhere in
and I’m from Scotland. I’m wearing my kilt.
the classroom.
Target vocabulary
• Countries: Scotland, Kazakhstan, Japan
• Clothes: kilt, traditional costume, kimono
Extra materials
Module 2, one per pupil.

(An activity to revise the language of the previous
lesson.)
Ask pupils to present their posters from the previous
lesson.
PRACTICE
30 Listen and read. (Track 22 CD1) This is a traditional dress from Kazakhstan.
Pupils’ books open. Ask the pupils to look at the
pictures. Have a picture discussion.
e.g. Teacher: (pointing to the Scottish boy) Where is If you wish, you can assign some or all of the
he from? corresponding activities from the Activity Book for
Pupil 1: From Scotland. homework. If this is the case, make sure you explain
Teacher: Yes. He’s wearing a kilt. etc them first in class.
Play the CD. The pupils listen and follow the texts in
their books.
31 Read and choose.

Explain to the pupils that they have to read the texts
silently and choose the correct word. Tell the pupils to
underline the sentences in the texts where they found
the answers. Allow the pupils some time to complete
the activity. Check the pupils’ answers. Then ask
individual pupils to read out the texts.
Answer key
1 a 2 b 3 b 4 a 5 a 6 b
30(T)
Module 2
CHECKPOINT 2
1 Number.
Elicit the items of clothing depicted. The pupils then
number the pictures accordingly.
Answer key
1 scarf 3 boots 5 jeans
2 gloves 4 jumper
2 Write the plurals.

The pupils read the words and write the plurals.
Answer key
1 boots 3 scarves 5 fish
2 caps 4 knives

The pupils read the sentences and underline the
correct words in bold.
Answer key
1 longer 3 bigger 5 short
2 bright 4 smaller
4 Look, read and complete.

The pupils look at the pictures, read the sentences
and complete them.
Answer key
1 gum 3 litter 5 uniform
2 class 4 desks
Extra Check: The pupils are now ready to do page 22
in the Activity Book.
31(T)
1 Number. 4 Look, read and complete.

0 cap 2 gloves 4 jumper
1 scarf 3 boots 5 jeans
We must do our 0) homework.
We mustn’t chew 1)
______________________ .
2 Write the plurals.
0 dress – dresses 3 scarf – ________

1 boot – ________ 4 knife – _________ We mustn’t shout in 2)
2 cap – _________ 5 fish – _________ ______________________ .

We mustn’t drop 3)
0 Is your bike new/newer?
______________________ .
1 Your scarf is long/longer than my scarf.
2 You must wear bright/brighter clothes
when it is dark.
We mustn’t climb on the 4)
3 Your bag is big/bigger than Kairat’s.
__________________ .
4 Can I have a small/smaller helmet
than this, please?
5 Your hair is very short/shorter! _________ .
We must wear a 5)

31
06_Smiles 3 KAZAKH Storytime I Ts.qxp_Smiles 3 KAZAKH Storytime I Ss.qxp 6/15/17 13:33 Page 72
1 Listen and read.

A story from Sri Lanka
Twinklinka is a very beautiful
doll! True or False?
Hello, I’m Eddie. You
1 2 are very beautiful!
This doll is
perfect for a
little princess! Hello. I’m Twinklinka.
A princess? Oh, yes! I’m the perfect doll
for a little princess.
I haven’t
got enough
money for
3 Mummy, 4
that one,
look at that
dear. Take
beautiful
this one.
doll!
Oh no! She’s
not a princess!
Bye, Twinklinka!
Wait for your
princess!
A month later Bye, Twinklinka!
5 6
What about
me? Oh,
where’s my
Look at these princess?
Goodbye, Eddie!
beautiful new
Oh, I’m all alone, now.
dolls!
32
Storytime I
Storytime! (Twinklinka) Extension activity (Optional)
Ask the pupils to look at all the flashcards again. Invite
Aims
guesses, in L1 if necessary, as to how they are related
To practise reading for pleasure; to listen to and
to the story. Accept all answers.
read a story from Sri Lanka about Twinklinka, a
beautiful but vain doll. Pupils’ books open. Play the CD. The pupils listen,
Language focus
CD again pausing after each word.The pupils repeat,
chorally and/or individually.
• Language in use: This doll is perfect for a
little princess.You are very beautiful. I haven’t
got enough money for that one dear. What
skills.)
about me? You’re dirty and ugly. You’ve got
a heart of gold! 1 Listen and read. Twinklinka is a very
Target vocabulary beautiful doll! True or False? (Track 24
• princess, beautiful, money, dirty, ugly CD1)
Extra materials Go through the pictures of the story and set the
• Flashcards (15-19); scene by asking the pupils questions about what
• Photocopies of the story cards from the they can see in the pictures.
Teacher’s Resource Pack CD-ROM, one set e.g. Teacher: (pointing to picture one) Look at
per pupil. Twinklinka. Is she beautiful?
Class: Yes.
Teacher: She’s the perfect doll for a princess! etc
BEGINNING THE LESSON Play the CD. The pupils listen and follow the story in
their books. Refer the pupils to the sentence about
(An activity to introduce the theme of the lesson.)
Twinklinka and check their answers.
Write the word beautiful on the board and explain/
Answer key
elicit what it means, in L1 if necessary. Ask the pupils
what they think makes a person beautiful. Ask, in L1 if True
necessary, if a person’s beautiful appearance also
makes them a good person. Explain to the pupils that
they’re going to read a story from Sri Lanka about a
doll named Twinklinka.
FLASHCARDS (15-19)
• Listen, point and repeat. (Track 23 CD1)

point to each flashcard in random order. Ask individual
32(T)
Storytime I
2 Who says these sentences? Read the ENDING THE LESSON
story and choose. (An activity to consolidate the theme of the lesson.)
Read the instructions and explain the activity. The Project: My favourite toy character from a fairytale
pupils read the story and choose the correct picture,
A or B. Allow the pupils some time to complete the Ask the pupils if they know any other stories with
activity. Check their answers. toys (Pinocchio, The Tin Soldier, Woody, etc). Then ask
them to draw and colour their favourite toy character.
Answer key Display their work in the classroom.
1 A 2 B 3 A 4 A
Play the CD again with pauses for the pupils to repeat,
chorally and/or individually.Then ask individual pupils
to read out the story.
Smiles Values!
Refer the pupils to the Smiles Values! section and read
it aloud.
Have a discussion, in L1 if necessary, about the moral of
the story. Tell the pupils that appearance can be
deceptive. People that look beautiful may not necessarily
have a heart of gold! We shouldn’t concentrate on what
we see outside, but try to find people that love us for who
we are and not for what we look like.
Before going into class

Photocopy the story cards from the Teacher’s
Resource Pack CD-ROM, one set per pupil.
Hand out the story cards. Ask the pupils to colour

them. Explain to the pupils that they can use the story
cards to make their own story books. If you wish, you
can do some activities as a class. For instance, you
can have the pupils spread out the cards in random
order. Play the story with pauses. The pupils listen and
raise the corresponding cards.
33(T)
princess beautiful money dirty ugly
The next day A week later

7 8
Yippee! My Ugh! You’re dirty

I want all princess! and ugly. I don’t
these dolls! want you now!
9 10
Help! I’m all

alone, again! You aren’t ugly
now. You are so
beautiful!
Look at you!
Come home
with me.
You are my
princess! You’ve
got a heart
of gold!
2 Who says these sentences? Read the story and

choose.
1 This doll is perfect for

a little princess!
2 I’m all alone, now. Be kind to

everyone!
3 I want all these dolls!
4 You’ve got a heart of gold! 33

1
8
5 2
4
3
34
Module 3
Lesson 1
Aims
To talk about daily routine; To talk about location.
Language focus
• Structures: Ordinals, prepositions of place.
• Language in use: The irst and the ninth
clock are blue. Where’s the laptop? It’s in
the schoolbag.
Target vocabulary
• Daily routine: get up, have dinner, go to
school, come home from school, watch TV,
have breakfast, go to bed, do my homework.
• Maths (Exs 2,3)
Extra materials
• Completed Progress Report Cards for
Module 2.


1 Look at Gulnara’s daily routine and

number.
Have a class discussion, in L1 if necessary, about daily
routines. Ask individual pupils what they do during the
day. Write their answers on the board. Refer the pupils
to the picture on the previous page and elicit the girl’s
routine. Explain the activity. Allow the pupils some time
to complete it. Check their answers.
Answer key
b 6 d 5 f 3 h 7
c 4 e 8 g 1
34(T)
Module 3
ENDING THE LESSON
2 Look, read and say yes or no.
Present ordinals. Say, then write: (A) is the first letter of
my name. Underline the word in bold. The pupils Name an action from the ones in Ex. 1. Ask the
repeat after you. Explain to the pupils how the ordinal pupils to mime it.
numbers are formed. e.g. Teacher: I get up.
Class: (Pupils mime getting up) etc
Drill your pupils:
e.g. Teacher: two ACTIVITY BOOK (Optional)
Pupil 1: second etc.
Explain the activity.The pupils read the sentences and corresponding activities from the Activity Book for
complete the activity. Check their answers. homework. If this is the case, make sure you explain
Answer key them first in class.
1 no 3 no 5 no
2 yes 4 yes

Revise the prepositions of place. Point to things around
the classroom and elicit the prepositions.
e.g. Teacher: (pointing to his/her book) Where is my
book?
Pupil 1: It’s on the desk.
Read the example and explain the activity.The pupils,
in pairs, ask and answer questions as in the example.
Answer key
2 A: Where’s the clock?
B: It’s in front of the picture.
3 A: Where’s the uniform?
B: It’s on the bed.
4 A: Where’s the schoolbag?
B: It’s under the desk.
5 A: Where’s the lamp?
B: It’s between the books.
35(T)
1 Look at Gulnara’s daily routine and number.
a 2 get up e watch TV
b have dinner f have breakfast
c go to school g go to bed
d come home from school h do my homework
2 Look, read and say yes or no.
3 4 5
1 2
6 7 8 9 10
1 The first and the ninth clocks are blue. 4 The seventh and the eighth clocks
2 The fifth and the tenth clocks are yellow. are blue.
3 The second and the sixth clocks are 5 The third and the fourth clocks are
green. orange.

• in front of • between
• on • in • under
1 laptop
2 clock
3 uniform
4 schoolbag
5 lamp
A: Where’s the laptop?

B: It’s in the schoolbag. 35
Times of my Day
breakfast lunch
eight o’clock dinner
brush my teeth
have a shower do my homework
get up
5 Rearrange the letters and complete the sentences. Then match.
A B C E
D
1 I (tge pu) get up at seven o’clock.
2 I have (tsaerkfba) _____________________ at eight o’clock.
3 I have (uhcnl) __________________________ at one o’clock.
4 I do my (kerwohmo) _____________________ at five o’clock.
5 I have (ernind) ___________________________ at six o’clock.
36
Module 3
to the words and repeat. If you wish, play the CD
Aims again, pausing after each word. The pupils repeat,
To talk about daily routines; to tell the time. chorally and/or individually.
Language focus
• Structures: present simple/singular, 5 Rearrange the letters and complete
prepositions of time the sentences. Then match.
• Language in use: I get up at seven o’clock.
Point to the first clock and ask the pupils to say what
Does he get up at 8?
time it is. Repeat the activity with the remaining clocks.
Target vocabulary Then read the example and explain the activity. Allow
• Time: eight o’clock; the pupils some time to complete the activity. Check
• Meals: breakfast, lunch, dinner; their answers.
• Routines: get up, have a shower, brush my
Answer key
teeth, do my homework
1 B 4 homework, E
Extra materials 2 breakfast, D 5 dinner, C
• Flashcards (20-27). 3 lunch, A

Ask a few pupils to stand up and stand in a row. Ask
the rest of the class questions to revise the ordinals.
e.g. Teacher: Who’s third?
Class: Kairat! etc.
If you wish, repeat the activity with other pupils.

PICTURE FLASHCARDS (20-27)
Times of my Day
Pupils’ books closed. Put up the picture flashcards on
the board. Point to them, one at a time, and name
them. The pupils repeat, chorally and/or individually.
Repeat the procedure with the remaining flashcards.
Then point to each flashcard in random order. Ask
individual pupils to name them.
Show the pupils picture flashcard 20. Ask: What time
is it? Write the question on the board. Have the pupils
repeat the question. Then say and write: It’s eight
o’clock. Have the pupils repeat, chorally and/or
individually. Write different times on the board. Elicit
the time from the pupils.
36(T)
Module 3
STUDY SPOT AUDIOSCRIPT
Narrator: Hello, Faye. Can I ask you some questions?
(Activities to present and practise the present simple –
Faye: Yes, of course.
singular.)
Narrator: OK. What time do you get up?
Faye: Get up? Oh, I get up at seven o’clock in the
6 Choose. Then talk with your friend. morning.
Pupils’ books closed. Say and write on the board: I get Narrator: Seven o’clock. Right.
up at seven o’clock. The pupils repeat, chorally Narrator: Now, what time do you go to school, Faye?
and/or individually. Underline the words in bold. Elicit Faye: I go to school at eight o’clock.
the use of present simple for routines. Follow the same Narrator: What time?
procedure to present the other persons of the Faye: Eight. I go to school at eight o’clock.
affirmative (singular) focusing on the -s ending in the
third person. Narrator: What time do you do your homework?
Faye: I do my homework at four o’clock.
Present the spelling rules. Focus on the pronunciation Narrator: At four?
of the suffixes (e.g. gets \s\, goes \z\, watches \Iz\). Faye: Yes. I do my homework at four o’clock in the
Present the interrogative and negative in the same afternoon.
way. Explain how the short answers are formed. Narrator: And what time do you go to bed, Faye?
Pupils’ books open. Go through the Study spot section Faye: I go to bed at nine at night.
briefly. Refer the pupils to the example. The pupils, in Narrator: At nine o’clock. OK, Faye, thank you for ...
pairs, talk about their daily routines, as in the example.
ENDING THE LESSON
7 Complete.
Allow the pupils time to complete the activity. Check
their answers. Write scrambled sentences on the board. Ask pupils
to unscramble them and read them aloud.
Answer key
2 brushes 5 doesn’t watch ACTIVITY BOOK (Optional)
3 Does she play 6 Do you walk
4 does
corresponding exercises from the Activity Book for
8 What time …? Listen and match. them first in class.
(Track 26 CD1)
Play the CD, twice if necessary. The pupils listen and
complete the activity. Check their answers.
Answer key
1 d 2 b 3 a 4 c
37(T)
get – gets
go – goes
watch – watches
fly – flies
fish – fishes
He gets up at seven in the morning.

Does he get up at eight? No, he doesn’t.
6 Choose. Then talk with your 7 Complete.

friend. 1 I get up (get up) at seven o’clock
every day.
2 Nurzhan ___________________ (brush)
have breakfast his teeth in the morning.
go to school
3 _____________ (she/play) the guitar?
listen to music
4 My sister __________________ (do) her
homework in the afternoon.
have lunch 5 Ayaulym ______________ (not/watch)
do my homework TV at night.
have a shower 6 _____________ (you/walk) to school?
8 What time ...? Listen and

watch TV
match.
have dinner
tidy my room a
1 Faye gets up
at
2 She goes to school b
drink milk
at
brush my teeth
go to bed 3 She does her homework c
at
A: In the morning, I have breakfast and I d
4 She goes to bed
go to school.
at
B: Me, too!/I don’t. I … .
37
83
9 Listen and read.

Every day I get up at
Oh, no! eight o’clock.
1 It’s eight 2
o’clock.
Then I have
I have a shower and
3 breakfast.
I brush my teeth. 4
And then I go Where are you going?

5 to school. 6 It’s only six o’clock!
Stupid clock!
38
Module 3
Lesson 3 Play the CD. The pupils listen and follow the story in
their books.
Aims
To develop listening and reading comprehension 10 Read the story and complete.
skills through a story; to practise talking about daily
routines; to learn how to distinguish between and The pupils read the story silently and complete the
pronounce the \s\ and \z\ sounds. summary. Check their answers.
Language focus Answer key
• Structures: Consolidation. 1 eight 3 teeth 5 school
• Language in use: Every day I get up at eight 2 shower 4 breakfast
o’clock. I have a shower and I brush my teeth.
Target vocabulary 11 : Choose the right sentence.
• Consolidation. Explain the activity. Allow the pupils some time to look
at the picture, read the sentences and complete the
Thinking Skills activity. Check the pupils’ answers.
• Combining ideas to form a new whole
Answer key
(Ex. 11)
3 Where are you going?
• (Ex. 12) Play the CD again with pauses for the pupils to
repeat, chorally and/or individually.
Extra materials
• Picture flashcards (20-27).

(An activity to revise the vocabulary from the previous
lesson.)
Show the picture flashcards, one at a time, and ask

individual pupils to say the words/phrases. Ask the
rest of the class for verification.

skills.)

Go through the pictures of the story and set the
e.g. Teacher: (pointing to Liam in picture 1) Get up,
Liam. It’s time to go to school. (pointing
to the clock in picture 1) What is it?
Class: It’s a clock. etc
38(T)
Module 3
the procedure for the picture of drinks. Point to the
12 Act out the story picture of plays and say: \z\ – plays. The pupils repeat,
• For stronger classes: Assign roles to the pupils. chorally and/or individually. Check their pronunciation.
Allow them enough time to rehearse their roles in Explain to the pupils the difference between the two
groups. Encourage them to come to the front sounds, \s\ and \z\. Play the CD. The pupils listen, point
and act out the story. and repeat. Then point to the pictures at random and
• For weaker classes: Select a short exchange from elicit the sounds and the words.
the story for the pupils to act out in pairs.
15 Complete. Then listen and repeat.
13 Talking point. Listen and read. (Track 30 CD1)
Make a new dialogue with your friend. Refer the pupils to the picture. Elicit gets up, drinks and
(Track 28 CD1) plays. Draw the pupils’ attention again to the /s/ and
Refer the pupils to the picture and the dialogue. Play /z/ sounds. Allow the pupils some time to complete the
the CD.The pupils listen and follow along. Pause the CD words. Check their answers.
for the pupils to repeat, chorally and/or individually. Answer key
The pupils, in pairs, act out similar dialogues about Sally gets up early, drinks milk and plays football!
themselves. Go around the classroom providing any
necessary help. Ask some of the pairs to come to the Extension activity (Optional)
front of the classroom and act out the dialogue.
Write the following words on the board: Saturday, Sam,
If you wish, write the following on the board so the plays, school, does, has. Ask individual pupils to come
pupils can refer to it while doing the task. to the board and write the words under the
A: What time do you get up, …? corresponding sounds (\s\ and \z\ ).
B: I get up at … . What about you? Answer key
A: I get up at … . What do you do then?
\s\: Saturday, school, Sam
B: I … and then I … . What about you?
\z\: does, plays, has
A: I … and then I … . What time do you go to bed?
B: I go to bed at … .
ENDING THE LESSON
Zhaniya: What time do you get up, Gulnara? (An activity to consolidate the language of the lesson.)
Gulnara: I get up at six. What about you? Say a time. Individual pupils say what they do at that
Zhaniya: I get up at seven. What do you do then? time.
Gulnara: I have a shower and then I have breakfast. e.g. Teacher: seven o’clock
What about you? Pupil 1: I get up at seven o’clock. etc
Zhaniya: I have breakfast and then I brush my teeth.
What time do you go to bed? ACTIVITY BOOK (Optional)
Gulnara: I go to bed at ten.
SOUNDS SPOT homework. If this is the case, make sure you explain
(Activities to familiarise the pupils with the pronunciation them first in class.
of the sounds \s\ and \z\.)

Refer the pupils to the pictures. Point to the picture of
gets up and say: \s\ – gets up.The pupils repeat, chorally
and/or individually. Check their pronunciation. Repeat
39(T)
10 Read the story and complete.

Liam gets up at 1) eight o’clock. He has a 2) s____________ and he brushes his
3) t____________ . Then he has 4) b____________ . And then he goes to 5) s____________ .
11 : Choose the right sentence.
1 What time is it?

2 Who is it?
3 Where are you going?
12

Mark: What time do you get up, Lucy?
Lucy: I get up at seven. What about you?
Mark: I get up at six. What do you do then?
Lucy: I have breakfast and then I go to school.
What about you?
Mark: I brush my teeth and then I have breakfast.
What time do you go to bed?
Lucy: I go to bed at nine.
15 Complete. Then
s s
Sally get___ up early,
drink ___ milk and
plays play___ football!
drinks plays
gets up
39
Days of the Week
I tidy my room.
What day is it?
play football
Friday.
visit my
play the guitar grandparents
play with my tidy my room

friends
40 go fishing go camping
Module 3
Aims again, pausing after each word. The pupils repeat,
To name the days of the week; to describe daily chorally and/or individually.
routine
Language focus 17 Talk with your friend.
• Structures: present simple (plural) Refer the pupils to the poster. Read the speech bubbles
• Language in use: I tidy my room. What day and explain the activity. In pairs, the pupils ask and
is it? Do Dana and Aidar tidy their rooms on answer questions, as in the example. Ask a few pairs to
Sunday? No, they don’t. report back to the class.
Target vocabulary Suggested answer key
• Days: Monday,Tuesday, Wednesday,Thursday,
Friday, Saturday, Sunday Pupil 1: I play football. What day is it?
Pupil 2: Monday.
Extra materials
• The Days of the Week! poster. Pupil 1: I play the violin. What day is it?
Pupil 2: Tuesday.
Pupil 1: I skateboard. What day is it?
BEGINNING THE LESSON Pupil 2: Wednesday.
(An activity to revise the language from the previous Pupil 1: I do karate. What day is it?
lesson.) Pupil 2: Thursday.
Ask a pair of pupils to come to the front of the Pupil 1: I go fishing. What day is it?
classroom and act out the dialogue from the previous Pupil 2: Saturday.
lesson (Ex. 13). Repeat the activity with other pupils. Pupil 1: I go sailing. What day is it?
Pupil 2: Sunday.
Days of the Week

POSTER
Pupils’ books closed. Ask: What day is it today? Then say

and write: (Wednesday). The pupils repeat, chorally
and/or individually. Ask: What day is it tomorrow? Write:
(Thursday).The pupils repeat, chorally and/or individually.
Follow the same procedure and present the rest of the
days.

Put up the Days of the Week! poster on the board. Ask
a pupil to come to the board. Ask him/her to point to
his/her favourite day and say what he/she usually
does on that day.
e.g. Pupil: My favourite day is Sunday. I go to the
cinema.
40(T)
Module 3
(Activities to present and practise present simple – (An activity to consolidate the language of the lesson.)
plural.)
Tell the pupils that they have to guess what you
18 Read and answer. do on any given day. Brainstorm for ideas and write
them on the board, e.g. go to the park, play football,
Pupils’ books closed. Say and write on the board: We etc. Divide the class into two teams, A and B. Each
play football on Sunday. The pupils repeat chorally team takes turns choosing a day and guessing what
and/or individually. Present the plural forms of the you do on that day (they have only three guesses).
present simple in the affirmative, interrogative and Each correct guess wins a point. The team with the
negative. Point out that we need do to form questions most points wins.
in the plural form. Write on the board: e.g. Teacher: Which day do you want?
Do cats eat ish? Team A Pupil 1: Friday.
Yes, they do. Teacher: What do I do on Fridays?
No, they don’t. Team A Pupil 2: Do you play football?
Underline the words in bold. Explain how the short Teacher: Yes, I do. etc
forms are formed.
briefly. Allow the pupils some time to complete the If you wish, you can assign some or all of the
activity. Check their answers. corresponding exercises from the Activity Book for
Answer Key them first in class.
2 No, they don’t. They listen to music on Saturday.
3 No, they don’t. They watch TV on Friday.
19 Read and correct.

Explain the activity and read the example. Allow the
pupils some time to complete the activity. Check their
answers.
Answer key
2 do 5 don’t 8 doesn’t
3 get 6 play 9 get
4 drinks 7 Do 10 watches
20 Let’s Play
Explain the game. Divide the class into two teams, X and
O. If you have a large class, you may prefer doing it in
smaller groups or in pairs.The teams take turns choosing
a word and making a sentence. If the sentence is
correct, they get to mark the box accordingly, with an X
and O. The winner is the team that has three marks
horizontally, vertically or diagonally.
My favourite day is Monday.
When do you have dinner? etc
41(T)
Our favourite day is Sunday.

We go to the park.
We do not (don’t) play football.
We ride our bikes.
Do you go to the park on Sunday?
18 Read and answer.

We listen to music We watch TV
We go to the park on Saturday. on Friday.
on Sunday.
Do Dana and Aidar tidy Do Assel and Saule go Do Ulan and Damir ride
their rooms on Sunday? to school on Saturday? their bikes on Friday?
No, they don’t. They go
to the park on Sunday.
19 Read and correct. 20
doesn’t
1 Liam don’t play the guitar.
2 Where does they go on Friday?
3 What time do you gets up? Monday dinner go
4 Lilly drink milk in the morning.
5 Lilly and Charlie doesn’t like burgers. does Sunday br ushes
6 They plays football every day.
7 Does you play the violin?
don’t o’c lock
8 He don’t go to school on Sundays. bed
9 We gets up at 7 o’clock.
10 He watch TV in the afternoon.
41
My favourite day
21 Listen and read. Then answer.
1 What time does Lilly

I get up at
My favourite day is Sunday. get up on Sunday?
d I have a
ten o’clock in the morning an
big breakfast.
2 Does Lilly swim in the
nny and park?
Then I go to the park with Na
ys football
Liam. I ride my bike and Liam pla 3 What time does Lilly
with his friends. have lunch on Sunday?
ch
At one o’clock, we all have lun
together.
4 What does Lilly do
th Charlie on Sunday afternoon?
In the afternoon, I watch TV wi
or I listen to music.
I love Sundays!
by Lilly
22 Read and choose. Talk with your friends.

Then write about your
1 What time is it?
favourite day.
a It’s five o’clock.
b At five.
2 What do you do on Sundays?
a I play football.
b Let’s play football!
3 Do you want pasta for lunch?
a Yes, please!
b Yes, I am! My favourite day is ... .
4 What time do you get up? I get up at ... in the morning
a At night. and ... .
b At eight.
42
Module 3
Lesson 5 22 Read and choose.
Aims Allow the pupils some time to read the sentences and
To talk and write about their favourite day; to write the correct answer. Check the pupils’ answers.
develop the pupils’ listening skills through a
Answer key
song.
2 a 3 a 4 b
Language focus
• Structures: Consolidation. PORTFOLIO: Talk with your friends. Then
• Language in use: My favourite day is Sunday.
I get up at ten o’clock in the morning and I
write about your favourite day.
have a big breakfast. What day is it today? Refer the pupils to the picture and elicit the time
On which days have you got your English (eight o’clock) and the meal eaten at that time
lessons? (breakfast). Ask the pupils, in pairs or in groups, to talk
about what they usually do on their favourite day. Go
Target vocabulary
around the classroom, providing any necessary help.
• Consolidation.
For homework, tell the pupils to write about their
Extra materials favourite day and use the text in Ex. 21 as a model.
• None.
My favourite day is Saturday. I get up at nine o’clock
in the morning and I have a big breakfast. Then I go
BEGINNING THE LESSON to the park with my mum and my sister. I play football
(An activity to revise the vocabulary from the previous with my friends and my sister rides her bike. At one
lesson.) o’clock, we all have lunch together. In the afternoon,
I watch TV with my sister.
Write any three days of the week on the board. Invite
pupils to come to the front and write the missing days. I love Saturdays!
by Saule
READING AND WRITING Note: Once you have corrected their writing activities,
guide your pupils on how to file them in their Language
(Activities to develop the pupils’ reading and writing Portfolios.
skills.)
21 Listen and read. Then answer.

(Track 32 CD1)
Read the first sentence of Lilly’s project and invite the
pupils to guess what she does on Sunday. Play the
CD. The pupils listen and follow the text in their books.
Allow the pupils some time to read the text silently
and then ask them to answer the questions.
Answer key
1 Lilly gets up at ten o’clock in the morning.
2 No, she doesn’t. She rides her bike in the park.
3 At one o’clock.
4 She watches TV with Charlie or listens to music.
Then ask individual pupils to read out the text.
42(T)
Module 3
PRACTICE A: What day is difficult to spell?
B: Wednesday is difficult to spell.
(Activities to revise the days of the week and develop
the pupils’ listening skills.) A: What day is your birthday this year?
B: My birthday is on a Saturday this year.
23 Let’s Sing! (Track 33 CD1)
A: What day is Nauryz this year?
Ask: How many days are there? Elicit: Seven. Then say: B: Nauryz is on a Wednesday this year.
Seven days, there are seven days. Seven days a week.
Encourage the pupils to repeat, chorally and/or
individually.
ENDING THE LESSON
Play the CD. The pupils listen and follow along in their
books. Divide the class into three teams and assign Write the days of the week on the board, but with a
each team a verse. Play the song again. The teams few letters missing. Ask individual pupils to come to
only sing the designated verse. Time permitting, play the board and complete the missing letters.
the song a third time for the pupils to sing the song
as a class. ACTIVITY BOOK (Optional)
Assign a day to each pupil. The pupils listen to the homework. If this is the case, make sure you explain
song and stand up every time their day is heard. them first in class.
(See the Introduction for further ideas on how to
exploit the songs.)
24 In pairs answer the questions.

Refer the pupils to the questions. Allow the pupils
some time to ask and answer them in pairs.
A: What day is it today?
B: Today is Friday.
A: What day is it tomorrow?
B: Tomorrow is Saturday.
A: On which days have you got your English
lessons?
B: I’ve got my English lessons on Wednesdays and
Fridays.
A: On which days haven’t you got school?
B: I haven’t got school on Saturday and Sunday.
A: What’s your favourite day?
B: My favourite day is Sunday.
43(T)
23
Seven days,
There are seven days!
Seven days,
Seven days a week!
Sunday, Monday – seven days!

Tuesday, Wednesday – seven days!
Thursday, Friday – seven days!
Saturday – seven days!
Seven days,
There are seven days!
Seven days,
Seven days a week!
24 In pairs answer the questions.
1 What day is it today?

2 What day is it tomorrow?
3 On which days have you got your
English lessons?
4 On which days haven’t you got
school?
5 What’s your favourite day?
6 What day is difficult to spell?
7 What day is your birthday this year?
8 What day is Nauryz this year?
43
Maths

ten
twenty thirty forty
fifty sixty seventy
eighty ninety a hundred
26 : Write the numbers. Then, in pairs, decide if the

sentences are True or False.
1 There are seven (7) weeks in every 4 There are __________________________

month. (24) hours in a day.
2 _______________________ (90) seconds 5 There are _____________________ (10)
is the same as two hours. days in a week.
3 There are __________________________ 6 Most of the months have got _______
(52) weeks in a year. __________________________ (31) days.
44
Module 3
Time for CLIL 25 Listen, point and repeat. (Track 34 CD1)
Aims Pupils’ books closed. Write the numbers 10-100 on the
To present/revise numbers 1-100; to make board. Point to the items, one at a time, and say the
calculations. corresponding words. The pupils repeat, chorally/
individually. Point to the items in random order. Ask
Language focus
individual pupils to name them. Ask the rest of the
class for verification.
• Language in use: There are seven weeks in
every month. Berik plays the guitar for 2 Pupils’ books open. Play the CD.The pupils listen, point
hours every day. How many hours does he to the words and repeat. If you wish, play the CD
play in a week? again pausing after each word. The pupils repeat,
chorally and/or individually.
Target vocabulary
• Numbers: 1-100
26 : Write the numbers. Then, in
Thinking Skills pairs, decide if the
• Applying general knowledge (Ex.26) sentences are True or False.
Cross-curricular links Explain the activity. Allow the pupils some time to read
• Maths (Ex. 27) the sentences silently and complete the activity.
Check the pupils’ answers.
Answer key
• (Ex. 27)
1 False 4 twenty-four, True
Extra materials 2 ninety, False 5 ten, False
• None. 3 fifty-two, True 6 thirty-one, False

(Activities to revise the language of the previous
lesson.)
Ask some pupils to present their portfolio activities from
the previous lesson.
Play the song from the previous lesson. Invite the pupils
to sing along.
44(T)
Module 3
27 Read and answer.

Refer the pupils to the reminder about how many
minutes are in an hour as well as how many seconds
are in a minute.
• For stronger classes: The pupils read the texts
silently and answer the questions in their notebooks.
Allow the pupils some time to complete the activity.
• For weaker classes: Read the text about Berik.
Explain any uknown words. Say: There are seven
days in a week. Berik plays guitar for 2 hours every
day. Then write on the board: 7x2=? Ask pupils to
say how many hours Berik plays the guitar in a
week. Follow the same procedure with the rest of
the children.
Answer key
1 fourteen hours
2 sixty minutes
3 thirty-five minutes
4 one and a half hours
5 one minute and forty seconds
ENDING THE LESSON

Play Noughts and Crosses. Explain the game. Put
pupils in pairs, Pupil 1 is X and Pupil 2 is O. Pupils take
turns and make sentences using the numbers. For
every correct answer, pupils draw an X or O. The
winner is the first to get three Xs or Os in a row.
120 60 31
40 90 100
24 30 10
e.g. Pupil 1: I play the guitar for forty minutes every

day.
Pupil 2: I’ve got ten dolls.

45(T)
27 Read and answer.

✱ Remember:
inutes
1 hour = 60 m
seconds
1 minute = 60
12
Kanat rides his bike
for 1 hour every day.
How many minutes
does he ride his
bike?
4
Sanzhar has a
shower for 5
minutes every
morning. How
many minutes
does he have a
3 Damir goes fishing
with his dad on
shower in a week? Sundays. Today he
is fishing for 90
Berik plays the guitar minutes. How many
for 2 hours every day. hours is he fishing?
How many hours does
he play in a week?
Dana loves singing!

Her favourite song
5
lasts 100 seconds.
How many minutes
does her favourite
song last?
45
28 Listen and read.
People in the UK love drinking

tea. Teatime is usually the best
time of the day! Traditionally,
teatime is at about four or five
o’clock in the afternoon. People drink
hot tea with milk or sugar and eat
cakes or sandwiches. Many people
drink tea all through the day – from
breakfast to bedtime!
Teatime in Kazakhstan is a big

part of the day. People sit down to
drink tea, usually black tea, 6 or 7
times a day. They drink tea from
teacups called kasirs, but they
don’t fill the teacup to the top
with tea. Why? Because you must
always drink tea hot, never cold! When you
visit a home in Kazakhstan, there is always
hot tea for you!
29 Read and complete.

In the UK … In Kazakhstan …
1 teatime is at four or _________ o’clock. 4 people usually drink ____________ tea.
2 they drink tea with milk or __________ . 5 they drink tea six or _______ times a day.
3 they eat cakes or ___________________ 6 they drink tea from teacups called
at teatime. ______________ .
46
Module 3
Our World – Checkpoint 3 29 Read and complete.
Aims Explain the activity. Allow the pupils some time to read
To talk about teatime in the UK and in their the sentences silently and complete the activity.
country; to consolidate the language of the Check their answers.
module.
Answer key
Language focus 1 five 3 sandwiches 5 seven
• Structures: Consolidation 2 sugar 4 black 6 kasirs
• Language in use: Teatime is at four or ive
o’clock in the afternoon. Extension activity (Optional)
Target vocabulary Project: My favourite drink
• tea, teatime, ill, teacup
Ask the pupils to think of their favourite drink
Extra materials from their country and write a simple description using
• Fomrative Assessment Worksheets for the texts in Ex.28 as a model. They can draw or look
Module 3, one per each pupil. for pictures on the Internet and attach them.
Alternatively, this can be done for homework. Ask
some pupils to present their projects to the class.
BEGINNING THE LESSON Suggested answer key
(An activity to consolidate the language of the
previous lesson.)
Write the following on the board: 20 – 18 = ? Ask pupils
to come to the board and write the right number
(two). Ask the rest of the class for verification. Repeat
with more calculations and other pupils.

This is kumis. It’s a milk drink. People drink it from cups
Pupils’ books closed. Write the word Teatime on the called piyala. When you visit a home in Kazakhstan,
board. If you wish draw a simple sketch of a teacup there is always kumis for you.
and a teapot and elicit the words. Ask the pupils, in
L1 if necessary, to tell you if they like tea, what time ACTIVITY BOOK (Optional)
they drink tea in their country, if they drink it hot or
cold etc. If you wish, you can assign some or all of the
Pupils’ books open. Ask the pupils to look at the homework. If this is the case, make sure you explain
pictures. Point to the flags and elicit the countries. them first in class.
Then ask the pupils to tell you what they see in the
pictures.
e.g. Teacher: (pointing to the sandwiches) What are
these?
Pupil 1: They are sandwiches.
Play the CD and ask the pupils to listen and follow
along in their books.
46(T)
Module 3
CHECKPOINT 3 4 Underline.
1 Read and match. The pupils read the sentences and underline the correct
word in bold.
The pupils read the words and match to make
phrases. Answer key
Answer key 1 don’t 3 listen 5 Does
2 brushes 4 tidies
1 d 2 3 3 c 4 b 5 a
2 Read and draw the times.
The pupils read the text and complete with the correct
The pupils read the sentences and draw the times on
word.
the clocks.
Answer key
Answer key
1 get 3 ride 5 afternoon
0 1 2 breakfast 4 play

It’s eight o’clock. It’s five o’clock.
2 3
It’s twelve o’clock. It’s four o’clock.
3 Write the numbers.

The pupils look at the numbers and write the correct
word.
Answer key
B forty-three E ninety
C sixty F a hundred
D seventy- eight
47(T)
1 Read and match. 4 Underline.

0 have a to bed 0 What time do/does you get up?
1 have b my homework 1 We don’t/doesn’t go to school on
2 get c my teeth Sundays.
3 brush d a shower 2 He brush/brushes his teeth every
4 do e up morning.
5 go f breakfast 3 They listens/listen to music at night.
4 She tidy/tidies her room on Fridays.
2 Read and draw the times. 5 Do/Does he sleep in the afternoon?

0 1
• Saturday • get
• afternoon • play
• ride • breakfast
It’s eight o’clock. It’s five o’clock.
2 3 My favourite day is
0) Saturday.
I 1) ________________ up
at nine o’clock in the
It’s twelve o’clock. It’s four o’clock.
morning and I have a
big 2) _______________ with my
3 Write the numbers.
mum and dad. Then I go to the park
A 30 – thirty with my friend, Aidar. We 3) __________
B 43 – ________________________ our bikes and we 4) _________________
C 60 – ________________________ football. In the 5) __________________ ,
D 78 – ________________________ I go to the cinema with my mum and
E 90 – ________________________ dad.
F 100 – _______________________ I love Saturdays!

103
47
bathroom
bedroom
living room
hall
kitchen
garage
48
garden
Module 4
Lesson 1 Pupils’ books open. Refer the pupils to the picture. Ask:
Where’s the kitchen? Help the pupils answer: On the
Aims ground loor. Ask: What else is there on the ground loor?
To talk about parts of a house; to talk about what Help the pupils answer: the garage. Repeat the activity
we can find in each part of a house. for the other parts of the house. Then ask individual to
Language focus say on which floor each room is.
• Structures: There is/are Answer key
• Language in use: There’s a car in the
ground floor: kitchen, garage
garage. There are two lamps in the
first floor: hall, living room
bathroom. They bought a lamp for the
second floor: bathroom, bedroom
bedroom.
Target vocabulary
• Part of a house: bathroom, bedroom, hall,
living room, kitchen, garage, garden
• Things in a house: lamp, mirror, bath,
fridge, cooker, bookcase, sofa, armchair;
• car, tree
Extra materials
• Completed Progress Report Cards.


Four Walls
1 Look at the picture. Which rooms are
on the ground floor? Which rooms are
on the first floor? Which rooms are on
the second floor?
Pupils’ books closed. Draw a simple sketch of a house
on the board with two floors. The house should have a
kitchen on the ground floor, a living room on the first
floor and a bedroom on the second floor. Point to the
kitchen and ask: Which room is this? Elicit: kitchen.Then
say: There’s a kitchen on the ground loor. Explain the
meaning of ground floor. Follow the same procedure
and present the irst and second floor.
48(T)
Module 4
2 Look at the picture again and match. ENDING THE LESSON
Say. (An activity to consolidate the language of the lesson.)
Go through and present the items 1-10. Explain the Ask a pupil to begin sketching one of the items
activity. Allow the pupils time to write the corresponding in Ex. 2 on the board.The rest of the class tries to guess
letter. Check their answers. what it is and in which room it can be found. Whoever
Answer key guesses correctly comes to the board and the game
continues.
3 b 5 a 7 g 9 c
4 d 6 c 8 g 10 c Suggested answer key
Read the examples. Remind the pupils that we use Pupil 1: (Begins to draw a fridge.)
There’s before nouns in the singular form and There are Pupil 2: It’s a fridge. There’s a fridge in the kitchen.
before nouns in the plural form. The pupils then look at
the picture and make sentences as in the example. ACTIVITY BOOK (Optional)
Check their answers. If you wish, you can assign some or all of the
Answer key
3 There are two trees in the garden. them first.
4 There’s a mirror in the hall.
5 There’s a bath in the bathroom.
6 There are two bookcases in the living room.
7 There’s a fridge in the kitchen.
8 There’s a cooker in the kitchen.
9 There’s a sofa in the living room.
10 There are two armchairs in the living room
3 What did the Omarovs buy for their

new house yesterday? Listen and tick
(✓). Then say. (Track 36 CD1)
Explain the activity. Tell pupils that bought is the verb
buy in the past simple. Play the CD twice, if necessary.
The pupils listen and tick the correct boxes. Check
their answers.
Answer key
phrases to be ticked:
four chairs for the kitchen
a table for the garden
AUDIOSCRIPT
The Omarovs bought some things for their new house
yesterday.
They bought a lamp for the bedroom.
They bought four chairs for the kitchen.
They bought a table for the garden, too!
49(T)
Four Walls
1 Look at the picture. Which rooms are on the ground floor? Which
rooms are on the first floor? Which rooms are on the second floor?
2 Look at the picture again and match. Say.
a bathroom c living room e garage g kitchen

b garden d hall f bedroom
1 e car 5 bath 9 sofa
2 f lamp 6 bookcase 10 armchair
3 tree 7 fridge
4 mirror 8 cooker
1 There’s a car in the garage.

2 There are two lamps in the bedroom.
3 What did the Omarovs buy for their new house yesterday?
Listen and tick (✓). Then say.
• a lamp for the bedroom ✓ • four chairs for the kitchen

• a mirror for the hall • a table for the garden
• a bookcase for the living room
They bought a lamp for the bedroom.

49
Our Town

1 butcher’s 3 bank 5 hospital 7 supermarket
2 greengrocer’s 4 post office 6 baker’s 8 sweet shop
a b c d
e f g h
5 Read and match. 6

You can get from b
In three minutes say...
You can get a from ____
1 two shops that start with the letter ‘b’.
You can get from ____ 2 two things you can buy at a
supermarket.
You can get from ____
3 two shops that are near your house.
a the butcher’s. 4 the name of the place you go to for

b the baker’s. your birthday cake.
c the sweet shop.
d the greengroce 5 the name of the place you go to
r’s.
when you are not feeling very well.
50
Module 4
to the pictures, and repeat the words. If you wish, play
Aims the CD again pausing after each word. The pupils
To talk about places and location; to practise repeat, chorally and/or individually.
giving directions.
The pupils read the words and match them to the
Language focus pictures. Allow the pupils some time to complete the
• Structures: Prepositions of place (opposite, activity. Check their answers.
next to, between, behind)
• Language in use: You can get bread from the Answer key
baker’s. Excuse me! Where’s the supermarket? 1 d 3 a 5 c 7 e
It’s next to the butcher’s. 2 f 4 g 6 b 8 h
Target vocabulary
• Places: butcher’s, greengrocer’s, bank, post 5 Read and match.
ofice, hospital, baker’s, supermarket, sweet Explain the activity. The pupils complete the sentences
shop with the correct answers (a-d). Check the pupils’ answers.
• Prepositions: opposite, next to, between,
Answer key
behind
2 c 3 d 4 a
Thinking Skills
• Logical-mathematical thinking (Ex. 9) 6 Let’s Play
Extra materials Allow the pupils three minutes to read the sentences.
• Picture flashcards (28-35). Then elicit their answers.
1 bank, butcher’s 4 sweet shop
BEGINNING THE LESSON 2 cheese, milk 5 hospital
Write some of the words from the previous lesson with 3 baker’s, post office
some letters missing, e.g. b _ _ kc _ s _ . Ask a pupil to
come to the board and complete the word. Ask the
rest of the class for verification. Repeat with some other
words and pupils.

Our Town
(Track 37 CD1)
Repeat the procedure with the remaining flashcards.
Then point to each flashcard in random order. Ask
individual pupils to name them.
50(T)
Module 4
STUDY SPOT Answer key
1 greengrocer’s 3 butcher’s 5 supermarket
(Activities to present and practise prepositions of
2 baker’s 4 post office
place.)
7 Look, read and choose. ENDING THE LESSON

Pupils’ books closed. Put your pencil behind a book, (An activity to consolidate the language of the lesson.)
show it to the class and ask: Where is the pencil? Answer:
It’s behind the book. Write the exchange on the board Ask the pupils to draw a simple sketch of a town and
and underline the word in bold.The pupils repeat, chorally give it a name.Tell them to draw the following buildings
and/or individually. Follow the same procedure and wherever they like in their town: a baker’s, a butcher’s,
present the prepositions next to, opposite and between. a greengrocer’s, a sweet shop, a supermarket, a bank,
a post ofice, and a hospital. Then the pupils, in pairs,
Drill your pupils:
talk about their drawings.
e.g. Teacher: (putting a pencil case between two
e.g. Pupil 1: Where’s the bank in your town?
books)
Pupil 2: It’s behind the post office. etc
Pupil 1: Between. etc
Pupils’ books open. Go through the Study spot section ACTIVITY BOOK (Optional)
briefly. Read the instructions and explain the activity. If you wish, you can assign some or all of the
Allow the pupils some time to complete the activity. corresponding activities from the Activity Book for
Check their answers. homework. If this is the case, make sure you explain
Answer key them first.
2 a 3 b 4 b 5 a

Refer the pupils to the speech bubbles.The pupils, in pairs,
look at the picture in Ex. 7 and ask and answer questions.
Go around the classroom providing any necessary help.
Ask some pairs to report back to the class.
A: Excuse me! Where’s the supermarket?
B: It’s next to the baker’s.
A: Excuse me! Where’s the butcher’s?
B: It’s opposite the hospital.
A: Excuse me! Where’s the greengrocer’s?
B: It’s between the post office and the hospital.
A: Excuse me! Where’s the hospital?
B: It’s opposite the butcher’s.
A: Excuse me! Where’s the baker’s?
B: It’s next to the supermarket.
9 : Read and label the buildings.

Allow the pupils some time to read the sentences and
complete the activity. Check the pupils’ answers.
51(T)
opposite next to between behind
Where’s the baker’s? It’s next to the bank.
7 Look, read and choose.

1 The supermarket is ______ the baker’s.
a behind b next to
2 The butcher’s is _________ the hospital.
a opposite b next to
3 The greengrocer’s is ________ the post
office and the hospital.
a behind b between
4 The post office is ________ the baker’s.
a next to b opposite
5 The greengrocer’s is ____ the hospital.
a next to b between
8 Talk with your friend. 9 : Read and label the

buildings.
Excuse me!
Where’s the The butcher’s is between the baker’s
supermarket? and the post office. The supermarket is
opposite the baker’s.
There is a greengrocer’s 1 ______
behind the post office.
2 _______ 3 _______ 4 _______
It’s next
to the
butcher’s.
5 _______
51
111
10 Listen and read. It’s next to the bank.

And get some
apples from the
Jake, can you get OK, Gran.
2 greengrocer’s, too.
1 some cakes from the Where’s the
baker’s, please? greengrocer’s?
Yes. Where is it?
It’s between the post 4

3 office and the hospital.
Get some sausages

from the butcher’s
OK, Gran. and some sweets
Anything else? from the sweet shop.
Look, Gran! It’s all from 6

5 the supermarket.
The supermarket? Yes, Gran. There’s a

supermarket opposite Oh, really? It looks
your house! like a cinema!
52
Module 4
Lesson 3 Play the CD. The pupils listen and follow the story in
their books.
Aims
To develop listening and reading comprehension 11 Read the story and complete.
skills through a story; to practise giving directions;
to learn how to pronounce the sound \aU\. Allow the pupils some time to read the story silently
and complete the activity. Check the pupils’ answers.
Language focus
• Structures: Consolidation. Answer key
• Language in use: Jake, can you get some 1 baker’s 3 butcher’s
cakes from the baker’s, please? It’s next to 2 greengrocer’s 4 sweet shop
the bank.
12 : Find the following in the story.
Thinking Skills
Allow the pupils some time to look at the items and
• Paying attention to visual details (Ex. 12)
the story again. They complete the activity. Check the
Differentiated Instruction pupils’ answers.
• (Ex. 13) Answer key
Target vocabulary 1 Picture 6 3 Pictures 1, 2
• Consolidation. 2 Picture 3 4 Picture 5
Extra materials Play the CD again with pauses for the pupils to repeat,
• None. chorally and/or individually.

lesson.)
Ask a pupil to mime an action associated with
one of the places from the previous lesson. Ask the rest
of the class to guess which place it is. Demonstrate this
yourself first.
e.g. Teacher: (mimes posting a letter)
Pupil 1: Post office! etc

skills.)
Go through the pictures of the story and set the scene
by asking the pupils questions about what they can
e.g. Teacher: (pointing to Jake with his grandma in
picture 1) Who’s with Jake?
Class: His grandma.
Teacher: (pointing to Jake in picture 1) What’s
Jake doing?
Class: He’s playing a video game. etc
52(T)
Module 4
procedure for mouse and blouse. Play the CD. The
13 Act out the story pupils listen and repeat. Then point to the pictures at
• For stronger classes: Assign roles to the pupils. random and elicit the sound and the words.
Allow them enough time to rehearse their roles in
groups. Encourage them to come to the front 16 Complete. Then listen and repeat.
and act out the story. (Track 41 CD1)
Refer the pupils to the picture. Elicit house, mouse and
the story for the pupils to act out in pairs.
blouse. Draw the pupils’ attention again to the \aU\
sound. Allow the pupils some time to write the sentence
14 Talking point. Listen and read. and complete the words. Check their answers.
Make a new dialogue with your friend.
Answer key
(Track 39 CD1)
The mouse with the brown blouse is in the round house.
Refer the pupils to the picture and the dialogue. Play
the CD. The pupils listen and follow along. Pause the Play the CD for the pupils to listen and repeat, chorally
CD for the pupils to repeat, chorally and/or individually. and/or individually. Ask individual pupils to read out the
The pupils, in pairs, act out similar dialogues about sentence. Check their pronunciation and intonation.
themselves. Go around the classroom providing any
necessary help. Ask some pairs to come to the front of Extension activity (Optional)
the classroom and act out the dialogue. If you wish, Write the following words on the board: round, lour,
write the following on the board so the pupils can refer sausage, mouse, cloud. Ask individual pupils to come
to it while they are completing the activity. to the board and circle the words that have the \aU\
A: ... , can you get some … from the … , please? sound. Ask the rest of the class for verification.
B: Yes, of course. Where’s the … ?
Answer key
A: It’s on … . It’s … .
B: OK. Anything else? round, flour, mouse, cloud
A: Get … and … , too.
Saule: Ulan, can you get some apples from the (An activity to consolidate the language of the lesson.)
greengrocer’s, please? Ask the pupils to form pairs. Each pair decides
Ulan: Yes, of course. Where’s the greengrocer’s? where they are (at the baker’s, at the supermarket,
Saule: It’s on Gogol Street. It’s next to the post office. etc) and their roles (shop assistant, customer).The
Ulan: OK. Anything else? pupils act out a dialogue for the class to guess where
Saule: Get some bananas and some oranges, too. they are. Demonstrate with a pupil first.
e.g. Teacher: Can I have a cake, please?
SOUNDS SPOT Pupil: (miming handing over a cake.)
(Activities to familiarise the pupils with the pronunciation Here you are.
of the sound \aU\.) Teacher: Thank you.
Class: You are at the baker’s!
Write the letters ou on the board. Point to them and
say: \aU\.The pupils repeat, chorally and/or individually. If you wish, you can assign some or all of the
Point to the letters again and ask the pupils to say the corresponding activities from the Activity Book for
sound. homework. If this is the case, make sure you explain
them first.
Refer the pupils to the pictures. Point to the house and
say: ou \aU\ – house.The pupils repeat, chorally and/or
53(T)

1 Get some cakes from the __________ . 3 Get some sausages from the _______ .
2 Get some apples from the _________ . 4 Get some sweets from the __________ .
12 : Find the following in the story.
1 2 3 4
13

Ann: Peter, can you get some milk from the
supermarket, please?
Peter: Yes, of course. Where’s the supermarket?
Ann: It’s on Apple Street. It’s next to the butcher’s.
Peter: OK. Anything else?
Ann: Get some sausages and some cheese, too.
16 Complete. Then
ou
house mouse blouse

The m____se with the brown
bl____se is in the r____nd h____se.
53

1 g postman 5 vet
b 2 chef 6 doctor
a
3 pilot 7 baker
4 firefighter 8 police officer
e
d
c
h
g
f
18 Listen and choose. 19

1 What’s her job?
What do
I want to be?
A vet!
A B C
2 What’s his job?
A B C
54
Module 4
Lesson 4 18 Listen and choose. (Track 43 CD1)
Aims Point to the pictures and elicit the jobs. Play the CD,
To talk about jobs. twice if necessary. The pupils listen and complete the
Language focus
• Structures: present simple (all forms) Answer key
• Language in use: What do I want to be? 1 C 2 B
She works at a hospital. She helps sick
people. AUDIOSCRIPT
Target vocabulary 1 What’s her job?
• Jobs: postman, chef, pilot, ireighter, vet, A: Betty, what’s your job? Are you a teacher or a
doctor, baker, police oficer doctor?
B: I’m a vet. I help sick animals.
Extra materials
A: A vet? That’s very nice.
• The Jobs poster.
2 What’s his job?
A: Bill, what’s your job? Are you a greengrocer or
BEGINNING THE LESSON a chef?
B: I’m a ireighter. I ight ires.
(An activity to revise the language of the previous A: A ireighter? I want to be a ireighter, too!
lesson.)
Ask two pupils to come to the front of the classroom 19 Let’s Play
Refer the pupils to the picture, read the example and
explain the game. Brainstorm various jobs and what
each entails. Then, ask the pupils to draw an item
PRESENTATION AND PRACTICE related to the profession they want to follow when they
grow up on a piece of paper. Ask the pupils to form
pairs. The pupils show their partners their drawings
and ask and answer questions, as in the example. Go
POSTER
around the classroom providing any necessary help.
Ask some pairs to report back to the class.
(Track 42 CD1) Suggested answer key
Pupil 1: (showing a picture of a chef’s hat) What do
Pupils’ books closed. Put up the My Jobs poster on
I want to be?
the board. Point to the items, one at a time, and say
Pupil 2: A chef! etc
the corresponding words. The pupils repeat, chorally
and/or individually. Point to the items in random order.
Ask individual pupils to name them.
Pupils’ books open. Play the CD. The pupils listen,
point to the words and repeat. If you wish, play the CD
again pausing after each word/phrase. The pupils
Explain the activity. The pupils match the words to the
pictures. Allow the pupils some time to complete the
Answer key
2 d 4 c 6 a 8 e
3 b 5 h 7 f
54(T)
Module 4
(Activities to present and practise the present simple.) (An activity to consolidate the language of the lesson.)
20 Read and complete. The pupils, in pairs, ask and answer questions
about the vet in Ex. 21. Elicit their answers.
Pupils’ books closed. Say and then write: I sell vegetables. e.g. Pupil 1: What time does she get up?
The pupils repeat, chorally and/or individually. Underline Pupil 2: She gets up at six o’clock.
the word in bold. Present the form and the use of the Pupil 1: Does she eat breakfast?
present simple tense. Explain that it is used to describe Pupil 2: Yes, she does. etc
habitual actions. Write the second and the third person
singular on the board. Underline the -s in the third person. ACTIVITY BOOK (Optional)
Explain that the third person singular is usually formed by
adding -s to the verb. Point out that there are exceptions If you wish, you can assign some or all of the
to that rule. Write these verbs on the board: wash, teach, corresponding activities from the Activity Book for
do, ly, and show the pupils how the third person singular homework. If this is the case, make sure you explain
is formed (washes, teaches, does, lies). Focus the pupils’ them first.
attention on the pronunciation of the suffixes. Present the
interrogative, negative and the short answers in the same
way. Point out that we need do to form the first and the
second person singular and does to form the third
person singular (interrogative and negative).
briefly. Read the instructions and explain the activity.
Answer key
2 drives, police officer 5 works, chef
3 flies, pilot 6 helps, vet
4 makes, baker
21 Read and circle.

Allow the pupils some time to read the text and
complete the activity. Check the pupils’ answers.
Answer key
2 eats 5 works 8 eat
3 brushes 6 helps 9 likes
4 goes 7 comes 10 loves
55(T)
work ➝ works
She works at a hospital.
wash ➝ washes
She helps sick people.
teach ➝ teaches
What does she do?
do ➝ does
She’s a doctor.
fly ➝ flies

1 He fights (fight) fires. 4 She _________________ (make) bread.
He’s a firefighter. She’s a ____________________________ .
2 He _____________ (drive) a police car. 5 He ______________ (work) in a kitchen.
He’s a _____________________________ . He’s a _____________________________ .
3 She ____________________ (fly) planes. 6 She (help) animals.
She’s a ____________________________ . She’s a ____________________________ .
21 Read and circle.
This is my mum. She’s a ve

t.
She 1) get / gets up at
six o’clock every
day. She 2) eats / eat br
eakfast and then
she 3) brush / brushes he
r teeth.
She 4) go / goes to work
at eight o’clock.
She 5) works / work a lot
and she 6) help /
helps many animals.
She 7) come / comes ho
me at six o’clock
every day and we all 8) ea
ts / eat dinner
together. My mum 9) lik
e / likes her job
very much because sh
e 10) loves / love
animals.
55
A postman
22 Read and complete. Then listen and check.
This is Mr Bell. He’s a 1) postman. He works at the
2) . He gets up at 3) o’clock
every day. He rides his 4) to work. He brings our
5) and parcels. Mr Bell gives Buster, my dog,
a 6) every morning. He’s so nice!

by Frank
23 Read and choose. Talk with your friends. Then

write about someone you
1 A: Which job is easier for you? know and his/her job.
B: a) A chef’s.
b) I cook.
2 A: Do you like your new house?

B: a) OK, anything else?
b) Yes, it is in a quieter street.
3 A: It’s cheaper to buy meat at

the supermarket. This is ... .
B: a) Oh, really? ... is a ... .
b) Where’s the meat? ... works at ...
56
Module 4
Lesson 5 23 Read and choose.
Aims Explain the activity. Allow the pupils some time to read
To talk about jobs; to write about someone they the sentences and complete the activity. Check their
know and their job; to develop the pupils’ listening answers.
skills through a song.
Answer key
Language focus 1 a 2 b 3 a
• Language in use: He’s a postman. He works PORTFOLIO: Talk with your friends. Then write
at the post ofice. Postman Bell, what’s in
your bag?
about someone you know and his/her job.
Refer the pupils to the picture and the text. Point to
Target vocabulary
the drawing and ask: What’s his job? Elicit: He’s a
• Consolidation.
doctor. Elicit from pupils what they would say about
someone they know and his/her job. Then ask the
Thinking Skills pupils, in pairs or in groups, to talk about them. Go
• Applying world knowledge (Ex. 25) around the classroom providing any necessary help.
Extra materials For homework, tell the pupils to draw or stick a picture
• None. of someone they know on a piece of paper and use
the text in Ex. 22 as a model to write about his/her job.
lesson.)
Ask the pupils questions about their daily routine. Elicit
their answers.
e.g. Teacher: What time do you get up?
Pupil 1: I get up at seven o’clock. etc
READING AND WRITING

(Activities to develop the pupils’ reading and writing This is Mrs Omarova. She’s a doctor. She works at a
skills.) hospital. She gets up at seven o’clock every day. She
22 Read and complete. Then listen and drives her car to work. She helps people every day!
She’s so nice!
check. (Track 44 CD1) by Nurlan
Allow the pupils some time to read the text silently
and complete the activity. Play the CD. The pupils
listen and check their answers.
Portfolios.
Answer key
2 post office 4 bike 6 biscuit
3 seven 5 letters
56(T)
Module 4
(Activities to revise jobs and develop the pupils’ listening (An activity to consolidate the language of the lesson.)
skills.)
Ask the pupils to choose a job and draw a bag with
24 Let’s Sing! (Track 45 CD1) items related to it. Ask them to present their drawings
to the class.
Refer the pupils to the picture. Point to the postman’s
bag and ask: Postman Bell, what’s in your bag? Have ACTIVITY BOOK (Optional)
the pupils repeat after you. Follow the same procedure
and present the rest of the song. During this process If you wish, you can assign some or all of the
explain/elicit any unknown words. corresponding activities from the Activity Book for
Play the CD. The pupils listen and follow along in their them first.
books. Divide the class into two groups and assign a
verse to each group. Play the song again and ask
each group to sing their corresponding verse. Time
permitting, play the song again for the pupils to sing
together as a class.

The pupils, in pairs or in groups, make up their
own song.
Pupil 1: Kanat, what’s in your bag? A pencil or a book?
Pupil 2: Kanat, what’s in your bag? A ruler or a
notebook?
the songs.)
25 : What’s in their bags? Look and

match.
Explain the activity. The pupils match the items to the
people. Allow the pupils some time to complete the
activity. Check the pupils’ answers.
Answer key
2 B 4 B 6 A 8 D
3 D 5 C 7 A
57(T)
24
Postm
an Be
A pa ll
rcel o , what’s in
Postm ra your
an Be letter? bag?
A ca ll, wh
rd or at’s in
some your
thing bag?
Doct bette
or Dr r ?
A loti ake,
on o what
rab ’s in y
Doct a ndag our b
or Dr e? ag?
An a ake,
pple w hat’s
or a in yo
sand ur ba
wich g?
?
25 : What’s in their bags? Look and match.
1 2 3 4 5 6 7 8
A B C D
57
Geography
Around the House
funfair circus theatre
library museum sports centre
27 : Where are they? Read and say.
1 Excuse me, 2 The actors’ 3 Let’s go on

have you got costumes are that ride!
any of Mukhtar great!
Auezov’s books?
at the library
4 The clowns’ hair 5 Look at those 6 Let’s play

is so funny! old pictures! football!
58
Module 4
Time for CLIL individually. Point to each place in random order. Ask
individual pupils to name the places. Ask the rest of
Aims the class for verification.
To explore other subject areas (Geography); to
talk about places around the house; to follow Pupils’ books open. Play the CD. The pupils listen,
directions. point to the words and repeat. If you wish, play the CD
again pausing after each word. The pupils repeat,
Language focus chorally and/or individually.
• Language in use: Go up Grove road. Don’t 27 : Where are they? Read and say.
turn left, turn right into Bell Street.
Explain the activity. The pupils read the sentences and
Target vocabulary say where the people are. Allow pupils time to complete
• Places: funfair, circus, theatre, library, museum, the exercise. Check their answers.
sports centre
• Directions: go up, go along, turn left(into), Answer key
turn right(into), on your left/right, carry on 2 theatre 4 circus 6 sports centre
3 funfair 5 museum
Thinking Skills
• Applying world knowledge (Ex. 27)
• Geography (Ex. 29)
Extra materials
• The Around the House poster.

lesson.)
Write the following jobs on the board: postman, doctor,
chef, pilot. The pupils look at the words for one minute
and then close their eyes. Erase a word. Ask the pupils
to tell you which word is missing.
Play the song. The pupils sing along.

POSTER
Around the House

Pupils’ books closed. Put up the Around the House
poster on the board. Point to the words one at a time,
and name them. The pupils repeat, chorally and/or
58(T)
Module 4
28 Where am I? Look, read and write. ENDING THE LESSON
Have a class discussion, in L1 if necessary, about the (An activity to consolidate the topic of the lesson.)
area the pupils live in. What buildings are there?
POSTER
Explain the activity. The pupils read the sentences and
say where they are at on the map. Allow the pupils
Put up the Around the House poster on the board. Cover
some time to complete the activity. Check their answers.
the words on the poster with small pieces of paper. Ask
Answer key the pupil to come to the board, name a building and
1 museum 3 post office 5 library reveal the word for verification.
2 theatre 4 hospital
29 Design a map of your area. If you wish, you can assign some or all of the
Present it to the class. corresponding activities from the Activity Book for
The pupils design a map of their area. Tell them to them in class first.
draw the buildings that are in their area. Then they
present it to the class.
Apple Road
Cherry Road
Oak Road
Pine Street
There’s a bank and a post office in my street. There’s a

big park opposite my house, too! I love my area!
59(T)
28 Where am I? Look, read and write.
Bell Street
Bridge Street
Poplar Road
Grove Road
Start River Road

here
1 Go up Grove Road. Don’t turn left, turn right into Bell Street. I’m opposite the library,
on your left. I’m at the ____________________ .
2 Go along River Road. I’m on your left, after the supermarket. I’m at the ____________ .
3 Go up Grove Road and turn right into Bell Street. I’m on your right, opposite the
sports centre. I’m at the ____________________ .
4 Go along River Road. Don’t turn left into Poplar Road. Carry on and turn left into
Bridge Street. Go up Bridge Street. I’m in front of you, opposite the museum. I’m at
the ____________________ .
5 Go up Grove Road and turn right into Bell Street. Then turn right again into Poplar
Road. I’m on your left, opposite the post office. I’m at the ____________________ .
29 Design a map of your area. Present it to the class.

59
30 Listen and read.
This is Anita from the UK.

She’s a lollipop lady! This is Manuel. He’s
She wears a yellow and from Mexico. He’s a
red coat and a yellow police officer and he
hat. She helps school rides a horse. He
children to cross the wears a blue and
street. white uniform and a
big hat. His job is
great!
Aidyn Aimbetov is from Kazakhstan.

He’s an astronaut. He flies a spaceship
into space! He wears a special
uniform and he eats special food.
His job is really cool!
31 Read and choose.

1 Anita is a lollipop lady / police 4 Aidyn Aimbetov flies a spaceship /
officer. plane.
2 Manuel drives a car / rides a horse. 5 Manuel wears a yellow and red /
3 Aidyn Aimbetov is a(n) pilot / blue and white uniform.
astronaut. 6 Anita helps school children / animals.
60
Module 4
Our World – Checkpoint 4 Answer key
1 lollipop lady 4 spaceship
Aims
2 rides a horse 5 blue and white
To talk about people with uniforms from the UK,
3 astronaut 6 school children
Mexico and Kazakhstan and their jobs; to
consolidate the language of the unit. Then ask individual pupils to read out the texts.
Language focus
• Structures: Consolidation. Extension activity (Optional)
• Language in use: This is Anita from the UK. Ask the pupils to think of a job in which people
She’s a lollipop lady! She wears a yellow usually wear a uniform. Then ask them to make a
and red coat and a yellow hat. What do drawing and write a text describing themselves and
you do on your computer? their job. Tell them to use the texts in Ex. 30 as models
Target vocabulary Alternatively, this can be done for homework. Display
• Jobs: lollipop lady, police oficer, astronaut their work in the classroom.
Extra materials Suggested answer key

Module 4, one for each pupil.

lesson.)
Name a building, e.g. funfair. Ask a pupil to come to the
board and write it.Ask the rest of the class for verification. I am Kairat. I am a pilot. I fly planes. My job is really cool!
Repeat with some more pupils and words.
PRACTICE Portfolios.
30 Listen and read. (Track 47 CD1) ACTIVITY BOOK (Optional)
Pupils’ books open. Ask the pupils to look at the pictures.
Have a picture discussion.
e.g. Teacher: (pointing to the woman) Look at this
woman. She’s a lollipop lady. Where is
she from?
Pupil 1: She’s from the UK.
Teacher: What is she wearing?
Pupil 2: She’s wearing a yellow and red coat
and a yellow hat. etc
books.
31 Read and choose.

Explain the activity. The pupils read the texts silently
and complete the activity. Ask the pupils to tell you
the sentences in the texts where they found the
answers. Allow the pupils some time to complete the
60(T)
Module 4
CHECKPOINT 4
1 Look, read and circle.
Elicit the buildings in the pictures.The pupils then read
the sentences and circle the correct answers.
Answer key
1 behind 2 opposite 3 next to
2 What am I? Read and write.

The pupils read the clues and complete the missing
words.
Answer key
1 vet 3 police officer 5 cook
2 baker 4 pilot 6 doctor

The pupils read the sentences and underline the correct
words in bold.
Answer key
1 Does 3 don’t 5 play
2 don’t study 4 Do 6 drives
4 Answer the questions.

The pupils read the questions and answer about
themselves orally or in writing in their notebooks. Ask
individual pupils to read out their answers.
1 Two floors.
2 There are six rooms in my house: a living room,
a kitchen, a hall, a bathroom and two bedrooms.
3 A bed, a desk, a chair and a bookcase.
4 A park and a school.

61(T)
1 Look, read and circle.
0 A: Where’s the greengrocer’s?

B: It’s between / opposite the
baker’s and the hospital.
1 A: Where’s the supermarket?

B: It’s between / behind the hospital.
2 A: Where’s the post office?

B: It’s next to / opposite the bank.
3 A: Where’s the butcher’s?

B: It’s next to / between the bank.
2 What am I? Read and write. 3 Read and underline.

0 He go/goes to school at eight o’clock.
0 I fight fires.
1 Do/Does she go shopping every day?
I’m a __ f __
i __
r __
e __
f __
i __
g __
h __
t __
e __
r .
2 They don’t study/studies at night.
1 I help sick animals. I’m a __ __ __ . 3 I don’t/doesn’t read comics.
4 Do/Does you always plant flowers
2 I make bread. I’m a __ __ __ __ __ . with your mum?
3 I drive a police car. I’m a 5 Pam and I play/plays in the park
__ __ __ __ __ __ __ __ __ __ __ __ __ . every Sunday.
6 Mum drive/drives to work every
4 I fly planes. I’m a __ __ __ __ __ . morning.
5 I work in a kitchen. I’m a __ __ __ __ . 4 Answer the questions.

6 I help sick people. I’m a __ __ __ __ __ __ . 1 How many floors has your house got?
2 How many rooms are there in your
house? Which are they?
3 What is there in your room?
4 What is there around your house?
131
61
09_Smiles 3 KAZAKH Storytime II Ts.qxp_09_Smiles 3 KAZAKH Storytime II Ts.qxp 6/15/17 13:39 Page 132
1 Listen and read.

A story from Hungary
The girl brings water from
the well. True or False?
The next day
1 2
Welcome to I’m going to

your new home. work now. Bye!
3 There is a lot of 4 Your wife is very

work to do today! lazy! She
doesn’t do any
housework!
I don’t like I know what to

housework. It’s do, Mother.
boring!
5 Mother, how many of

us worked today?
6
I’m very hungry!
Only two.
So, only two

of us can eat
today!
62
Storytime II
Storytime II (The Lazy Girl) Pupils’ books open. Play the CD. The pupils listen,
Aims CD again pausing after each word.The pupils repeat,
To practise reading for pleasure; to listen to and chorally and/or individually.
read a story about a lazy girl.
Language focus (Activities to develop the pupils’ listening and reading
• Structures: Consolidation. skills.)
• Language in use: Welcome to your new 1 Listen and read. The girl brings water
home. I’m going to work now. I don’t like
housework. It’s boring! Your wife is very lazy!
from the well. True or False? (Track 49
Can I bring water from the well? CD1)
Target vocabulary Go through the pictures of the story and set the scene
• housework, lazy, hungry, water, well by asking the pupils questions about what they can
Extra materials e.g. Teacher: (pointing to the girl in picture one)
• Picture flashcards (36-40); Welcome to your new home!
• Photocopies of the story cards from the Teacher: (pointing to the old woman and the man
Teacher’s Resource Pack CD-ROM, one set in picture 2) The old woman and the man
per pupil. are ready to go to work. What about the
girl? Is she ready to go to work?
Class: No! etc
BEGINNING THE LESSON Play the CD. The pupils listen and follow the story in
(An activity to introduce the theme of the lesson.) their books. Refer the pupils to the sentence and elicit
the correct answer.
Write the title of the story, The Lazy Girl, on the board.
Explain to the pupils that today’s story is about a lazy Answer key
girl who refused to do any housework. Have a brief True
class discussion, in L1 if necessary, about why being
lazy is a bad thing.
• Listen, point and repeat. (Track 48 CD1)

Repeat the procedure with the remaining picture
flashcards. Then point to each flashcard in random
order. Ask individual pupils to name them.
Invite guesses, in L1 if necessary, as to what they think
is going to happen to the lazy girl. Do not dismiss any
ideas.
62(T)
Storytime II
2 Read the story and complete. ENDING THE LESSON
The pupils read the story and complete the missing (An activity to consolidate the theme of the lesson.)
words. Allow the pupils some time to complete the
Project: My favourite housework
Ask pupils to tell you what housework they do at
Answer key home or what they can do. Then ask them to draw a
1 home 3 lazy 5 well picture of it. Display their work around the classroom.
2 housework 4 hungry
Play the CD again with pauses for the pupils to repeat,
chorally and/or individually.Then ask individual pupils
to read out the story.
Smiles Values!
Refer the pupils to the Smiles Values! section and read
it aloud.
Have a discussion, in L1 if necessary, about the moral
of the story. Tell the pupils that we shouldn’t be lazy
and let others do the work for us. We should all work.
Work is fun and is rewarded.

Photocopy the story cards from the Teacher’s ACTIVITY BOOK (Optional)
Resource Pack CD-ROM, one set per pupil.
Hand out the story cards. Ask the pupils to colour
them. Explain to the pupils that they can use the story
them in class first.
cards to make their own story books. If you wish, you
can do some activities as a class. For instance, you
can have the pupils spread out the cards in random
order. Play the story with pauses. The pupils listen and
raise the corresponding cards.
63(T)
housework lazy hungry water well
The next morning

7 8
Can I bring
water from
the well?
Yes.
I like
housework.
It’s fun!
Mother, how OK, then.

9 many of us
10 We can all
worked today? eat today!
Three.
1 Welcome to your new h___________ .

Don’t let
2 I don’t like h___________ . It’s boring! others do the
work for you!
3 Your wife is very l___________ !
4 I’m very h___________ !
5 Can I bring water from the w___________ ?
63
, Vincent van Gogh

Bedroom in Arles (1888)
64
Module 5
Lesson 1 Background information
s
Aims Vincent van Gogh was born in Holland in 1853. He
To talk about and practise cool and warm colours; was a Dutch artist who used vivid colours and a lot
of paint. Van Gogh painted real people and objects.
Language focus His work often shows his mood and state of mind.
• Structures: Consolidation Some of his famous paintings are ‘The Starry Night’
• Language in use: Consolidation (the stars seem like they’re shining), Cypresses (the
Target vocabulary trees look like flames and it seems like the whole
• Cool Colours: green, blue, violet picture is moving), olive trees (the sun looks really
• Warm Colours: red, orange, yellow hot), sunflowers.
Cross-curricular links Pupils’ book open: Read the instructions and explain
• Art (Exs 1, 4) the activity. Elicit the answers from the pupils. Ask
students to look at the picture on p. 64 again and
Extra materials describe what items they can see in the room and
• Completed Progress Report Cards for where they are. Then ask pupils what colour the
Module 5, one per pupil; objects are. Ask: What colour is the bed? Elicit:
• Photocopies of some of the most famous Orange. Repeat and elicit as many colours as
paintings of Vincent van Gogh. possible. Ask pupils how this painting makes them feel
and elicit different feelings (happy, sad, etc)
Answer key
name of painting: Bedroom in Arles
Hand out the completed Progress Report Cards for name of painter: Vincent van Gogh

1 Look at the picture. What’s the

name of the painting? What’s the
name of the painter?
Pupils’ books closed: Put up Vincent van Gogh’s
paintings you have brought to class. Explain to the
pupils, in L1 if necessary, that these paintings belong
to Vincent van Gogh. Ask them to tell you if they know
them and describe what they can see in each.
During this stage you can say some things about the
painter.
e.g. Pupil 1: In the first picture I can see flowers in a
vase.
Pupil 2: I can see stars. etc
64(T)
Module 5
2 How many cool colours are there 4 Now choose a cool or a warm
in the painting? How many warm colour and colour the chair in Ex.3
colours? Present it to the class.
Write the following on the board: Warm colours, Cool Explain the activity. Pupils choose any colour they like,
colours. cool or warm, and colour the chair. Alternatively you
can ask them to paint half the chair with a cool
Explain, in L1 if necessary, that we divide colours in colour and the other half with a warm colour. When
two groups. Cool colours (green, blue, violet) have a they finish they can show their drawings to the class.
calming effect and are linked with health, the
environment and harmony. Warm colours (red, Suggested answer key
orange, yellow) are associated with love, excitement,
anger, power, happiness and energy.
Name colours in random order. Ask pupils if it is a warm
or cool colour. Add the word to the appropriate group.
e.g. Teacher: Red
Pupil 1: Warm colour. etc
Refer the pupils to the paintings on p. 64. Ask them to
say which cool and warm colours are in the painting.
Answer key
There are three cool colours: green, blue, violet.
There are three warm colours: red, orange, yellow.
Drawing Chairs
This is my chair. It’s orange, a warm colour.
3 Complete the drawing.
Ask pupils to complete the drawing. If you wish you ENDING THE LESSON
can tell pupils to draw the chair on a piece of paper. Divide pupils in groups of 6. Tell them to choose
Suggested answer key an item they want to draw, e.g. a chair, a bed, etc.
Each pupil then draws and colours the item in a
different colour choosing from the cool and warm
ones. When they finish, they come to the board and
display all six pictures of the same item in different
colours to show the passing from cool to warm
colours.

them in class first.
65(T)
1 Look at the picture. What’s the name of the painting? What’s

the name of the painter?
2 How many cool colours are there in the painting? How many
warm colours?
Cool Colours: Warm Colours:

green, blue, violet red, orange and yellow
Drawing Chairs
3 Complete the drawing.
4 Now choose a cool or a warm colour and colour the

chair in Ex. 3. Present it to the class.
65

D
1 go shopping
E
2 read comics B
3 clean
4 go to the gym
5 plant flowers C F
6 paint
6 : Complete. Then choose the right picture.
comics
lowers shopping
B
I like reading 1) ____________ every day. I like
planting 2) ________________, too! I like going
3) ______________ on Saturdays. What about
you?
66
Module 5
point to the words and repeat. If you wish, play the CD
Aims again pausing after each word/phrase. The pupils
To talk about daily and free-time activities; to talk repeat, chorally and/or individually.
about preferences.
The pupils read the words and match them to the
Language focus pictures. Allow the pupils some time to complete the
• Structures: like + ing activity. Check their answers.
• Language in use: I like reading comics
every day. Answer key
1 A 2 F 3 D 4 E 5 B 6 C
Target vocabulary
• Daily activities: go shopping, read comics,
clean, go to the gym, plant lowers, paint 6 : Complete. Then choose the
right picture.
Thinking Skills Explain the activity. Allow the pupils some time to
• Paying attention to visual details (Ex. 6) complete the sentences with the correct answers and
Extra materials then choose the right picture. Check the pupils’
• A Green Day poster. answers.
Answer key
1 comics 2 flowers 3 shopping
BEGINNING THE LESSON Pupils choose picture A.
Allow the pupils to look at the picture on p. 64 for 2
minutes. Ask them to close their books. Say: There are
three chairs in the room. Yes or no? The pupils answer
accordingly. Yes or no?
e.g. Teacher: There is a blue bed in the room.
Pupil 1: No.
Teacher: There are six paintings on the wall.
Pupil 2: Yes. etc.

POSTER

(Track 50 CD1)
Pupils’ books closed. Put up the A Green Day poster

on the board. Point to the activities, one at a time, and
say the corresponding words/phrases. The pupils
repeat, chorally and/or individually. Point to them in
random order. Ask individual pupils to name them.
Ask the rest of the class for verification.
66(T)
Module 5
(To present and practise ‘like + -ing’.) (An activity to consolidate the language of the lesson.)
Project: I like...
POSTER
Ask the pupils to draw a simple sketch of what they
like doing in their free time and write a sentence
7 Look, read and match. under it. Display their work in the classroom.
Pupils’ books closed. Put up the A Green Day poster Suggested answer key
on the board. Point to paint, say and then write: I like
painting! Underline the letters in bold and have the
pupils repeat, chorally and/or individually. Then point
to clean, frown, say and then write: I don’t like
cleaning! Underline the letters in bold and have the
pupils repeat, chorally and/or individually. Tell the
pupils that the verb like is usually followed by the -ing
form, when we want to say that we like/don’t like
something.
section briefly. Explain the activity. Allow the pupils
some time to complete the activity. Check their
answers. I like riding my bike.
Answer key ACTIVITY BOOK (Optional)

1 C 2 E 3 A 4 B 5 F 6 D
8 Complete the questions. Then answer homework. If this is the case, make sure you explain
them. them first.
Explain the activity.The pupils complete the questions.
Then they answer the questions about themselves.
Then ask individual pupils to report back to the class.
Answer key
1 Yes, I do./No, I don’t.
2 reading, Yes, I do./No, I don’t.
3 painting, Yes, I do./No, I don’t.
4 planting, Yes, I do./No, I don’t.
9 Let’s Play
Read the example and explain the game. Go through
the pictures and elicit the activities. Divide the pupils
into pairs or teams. The pupils take turns making
sentences about what Lilly or Daisy likes doing in her
free time for their partner/other team to guess.
Pupil 1: She likes reading comics!
Pupil 2: Lilly! etc
67(T)
8 Complete the questions. Then

answer them.
I like reading
comics. 1 Do you like going (go) shopping?
2 Do you like __________ (read) comics?
3 Do you like _________________ (paint)?

7 Look, read and match.
4 Do you like __________ (plant) flowers?
• What do they like doing in their free
time?
9
A 3 B
C D
E F
1 She likes going to the gym.

2 She likes planting flowers.
3 They like jogging.
She likes Lilly!
4 He likes reading comics.
playing the
5 She likes going shopping. guitar!
6 They like watching TV.
67
143
10 Listen and read.

What about
It’s Green Classroom you, Daisy?
1 Day today! Who likes 2 I don’t like
planting flowers?
painting, but I
like cleaning!
Me, Miss! I like
painting, too!
3 4 Here you are...
Daisy! Give me the

green paint, please.
5
Sorry, Miss!
Now we’ve got a very

green classroom!
68
Module 5
Aims (Activities to develop the pupils’ listening and reading
To develop listening and reading comprehension skills.)
skills through a story; to talk about preferences;
to learn how to pronounce the sound /aI/.
Go through the pictures of the story and set the
Language focus
• Language in use: It’s Green Classroom Day
e.g. Teacher: (pointing to picture 1) Where are Lilly
today! Who likes planting lowers? What do
and Daisy?
you like doing in your free time? I like going
Class: In the classroom./At school.
to the gym. What about you?
Teacher: Yes. It’s Green Classroom Day today.
Target vocabulary (pointing to the teacher in picture 1)
• Consolidation Who is she?
Class: She’s their teacher.
Thinking Skills Teacher: (pointing to the flower in picture 1)
• Interpreting information (Ex. 12) What’s this?
Class: It’s a flower.
Teacher: Yes. Lilly likes painting. etc
• (Ex. 13)
Extra materials Play the CD. The pupils listen and follow the story in
• The A Green Day poster. their books.
11 Read the story and choose.

BEGINNING THE LESSON Explain the activity. Allow the pupils some time to read
(An activity to revise the language of the previous the story silently and complete the activity. Check the
lesson.) pupils’ answers.
Answer key
POSTER 2 a 3 b
Put the poster on the board. Ask a pupil to come

to the front of the classroom. Ask him/her to choose
12 : Read the story again and
an activity without letting the rest of the class know answer.
which one. The pupil decides whether he/she Explain the activity. Allow the pupils some time to read
likes/doesn’t like the activity and mimes the action the story silently and complete the activity orally or in
accordingly. The rest of the class tries to guess what writing in their notebooks. Check the pupils’ answers.
he/she likes/doesn’t like doing.
e.g. Pupil 1: (mimes painting in an enjoyable way) Answer key
Pupil 2: You like painting. There is green paint all over the classroom.
Pupil 1: That’s right! etc Play the CD again with pauses for the pupils to
68(T)
Module 5
Refer the pupils to the pictures. Point to the tie and
13 Act out the story say: ie /aI/ – tie. The pupils repeat, chorally and/or
• For stronger classes: Assign roles to the pupils. individually. Check their pronunciation. Repeat the
Allow them enough time to rehearse their roles in procedure for lie and pie. Play the CD.The pupils listen
groups. Encourage them to come to the front and repeat.Then point to the pictures at random and
and act out the story. elicit the sound and the words.
the story for the pupils to act out in pairs. 16 Complete. Then listen and repeat.
(Track 54 CD1)
14 Talking point. Listen and read. Refer the pupils to the picture. Elicit tie, lie and pie.
Make a new dialogue with your friend. Draw the pupils’ attention again to the /aI/ sound.
(Track 52 CD1) Allow the pupils some time to write the sentence and
Refer the pupils to the picture and the dialogue. Play complete the words. Check their answers.
the CD. The pupils listen and follow along. Pause the Answer key
CD for the pupils to repeat, chorally and/or individually. I like to lie on my tie with a nice p!
The pupils, in pairs, act out similar dialogues about
themselves. Go around the classroom providing any Play the CD for the pupils to listen and repeat, chorally
necessary help. Ask some pairs to come to the front of and/or individually. Ask individual pupils to read out the
the classroom and act out the dialogue. sentence. Check their pronunciation and intonation.
If you wish, write the following on the board so the Extension activity (Optional)
pupils can refer to it while they are completing the
activity. Write the following words on the board: lies, strawberries,
cries, tie, Charlie, pie. Ask individual pupils to come to
A: What do you like doing in your free time? the board and circle the words that have the /aI/
B: I like … . What about you? sound. Ask the rest of the class for verification.
A: I like … !
B: … ? That’s boring! Answer key
flies, cries, tie, pie
Aizhan: What do you like doing in your free time?
Nurlan: I like reading comics. What about you? ENDING THE LESSON
Aizhan: I like painting! (An activity to consolidate the language of the lesson.)
Nurlan: Painting? That’s boring!
Ask the pupils to say one thing they like doing and
one thing they don’t.
SOUNDS SPOT e.g. Pupil 1: I like shopping with my friends, but I
(Activities to familiarise the pupils with the pronunciation don’t like cleaning my room. etc
of the sound /aI/.)
Write the letters ie on the board. Point to them and say: corresponding activities from the Activity Book for
/aI/. The pupils repeat, chorally and/or individually. homework. If this is the case, make sure you explain
Point to the letters again and ask the pupils to say the them first.
sound.
69(T)
11 Read the story and choose. 12 : Read the story

again and answer.
1 She likes planting flowers.
a Lilly b Daisy
• Why have they got a green
2 She likes painting. classroom?
a Lilly b Daisy
1 The children like painting things
3 She likes cleaning.
green.
a Lilly b Daisy
2 There is green paint all over the
classroom.
3 It’s Green Classroom Day today!
13

Gulnara: What do you like doing in your free time?

Berik: I like going to the gym. What about you?
Gulnara: I like going shopping with my mum!
Berik: Shopping? That’s boring!
16 Complete. Then
ie
tie lie pie I like to l____ on my t____

with a nice p____ !
69
volleyball
It’s quarter to one.
hockey
It’s quarter past one.
badminton table tennis

It’s half past one. baseball
18 Unscramble the letters to find the sport.
My Picture Dictionary
1 kochye 3 taboolfl 5 lalebsba
2 mabdointn 4 eybollavll 6 batle nisnet
70
Module 5
Aims again pausing after each word/phrase. The pupils
To talk about daily routine and sports; to tell the repeat, chorally and/or individually.
time.
Language focus 18 Unscramble the letters to find the sport.
• Structures: adverbs of frequency (always, Point to the pictures and elicit the names of the sports.
sometimes, never) Explain the activity. The pupils unscramble the letters
• Language in use: It’s quarter to one. I always and write the words in their notebooks. Check their
get up at seven o’clock. What time is it? It’s answers.
half past three.
Answer key
Target vocabulary
• Time: It’s quarter to one., It’s quarter past 1 hockey 3 football 5 baseball
one. It’s half past one. 2 badminton 4 volleyball 6 table tennis
• Sports: volleyball, hockey, badminton, baseball,
table tennis
Extra materials
• The Sports poster.

lesson.)
Ask two pupils to come to the front of the classroom

POSTER

Pupils’ books closed. Put up the Sports poster on the
board. Point to the sports, one at a time, and say the
corresponding words. The pupils repeat, chorally
and/or individually. Point to the sports in random
order. Ask individual pupils to name them.
Present the time. Draw a big clock on the board. Say:
What time is it? It’s one o’clock. Draw the time on the
clock. Follow the same procedure with half past one,
quarter to/past one. Ask a pupil to come to the
board. Say a time. The pupil draws it on the clock. Ask
the rest of the class for verification. Repeat with as
many pupils as you think is necessary.
70(T)
Module 5
STUDY SPOT 21 Let’s Play
(Activities to present and practise adverbs of frequency.) Read the example and explain the game. The pupils,
in pairs or in teams, take turns telling the time for their
19 Look and complete. partner/the other team to guess the number of the
Pupils’ books closed. Say, then write on the board: correct clock. If you wish to make the game more
Saule always gets up at seven o’clock. Underline the competitive, you can have the pupils look at the
word in bold and have the pupils repeat, chorally clocks for one minute and then close their books.
and/or individually. Explain what always means and
put three ticks (✓✓✓) next to the sentence. Tell the Suggested answer key
pupils that this is an adverb of frequency. Explain that B: What time is it? A: What time is it?
we use adverbs of frequency to show how often we A: It’s quarter to ten. B: It’s half past six.
do things. Repeat the same procedure to present B: It’s clock 2. A: It’s clock 4. etc
sometimes and never. Explain that we usually put the
adverbs of frequency before the main verb and after
the verb ‘to be’. ENDING THE LESSON
Pupils’ books open. Go through the Study spot (An activity to consolidate the language of the lesson.)
section briefly. Read the instructions and explain the Ask the pupils to say what they always/sometimes/
activity. The pupils look at the pictures and write the never do in the afternoon, e.g. I always play computer
missing adverbs. Allow the pupils time to complete games, etc.
Answer key ACTIVITY BOOK (Optional)
2 sometimes 4 never If you wish, you can assign some or all of the
3 never 5 always corresponding activities from the Activity Book for
20 Make true sentences about yourself. them first.
Explain the activity. Refer the pupils to the list and the
example and ask them to make true sentences about
themselves, orally or in writing in their notebooks. Allow
the pupils some time to complete the activity. Ask
individual pupils to report back to the class.
I always read comics.
I never play hockey.
I sometimes go shopping.
I never get up late.
I sometimes go to school by bike.
I never skip in the rain.
71(T)
20 Make true sentences about

yourself.
I always
get up at 7
o’clock. always ✓✓✓
• drink milk
sometimes ✓
• read comics
• play hockey
• go shopping
never ✗ • get up late
• go to school by bike
• skip in the rain
19 Look and complete.
Marzhan always
gets up at half
I sometimes drink milk for breakfast.
✓✓ ✓ past seven.
Sanzhar _________ 21
plays badminton
✓ with his dad.
1 2 3
Saule ____________
plays hockey.
✗
4 5 6
They _____________
watch TV in the
✗ morning.
A: What time is it?
Kanat ____________ B: It’s half past three.
plays table tennis A: It’s clock 1.
✓✓✓ in the evening.
71
My day
22 Listen, read and match.
A
Hi! I’m Jake and this is my day!
I get up at quarter past seven every morning and have
breakfast. Then, I go to school. 1) I usually ride my
bike to school.
In the afternoon, I always do my homework.
Then, at half past five, 2) I go to the gym with my dad.
B
At half past seven in the evening
I have dinner with my family. Then, I sometimes watch TV
or listen to music. 3) I go to bed at quarter past nine.
That’s my day and it’s always a happy one!
Talk with your friends.

23 : Think and say ...
Then write about your day.
1 three things you like doing in your free

time.
2 two things you do before you go to
bed.
3 two things you do in the afternoon.
4 two things you never do at the
weekend. Hi! I’m ...
5 two things you do every morning. and this is
my day! ...
72
Module 5
Lesson 5
23 : Think and say …
Aims
To talk about daily routines: to write about a • For stronger classes: Explain the activity. Allow the
typical day; to develop the pupils’ listening skills pupils some time to complete the activity about
through a song themselves orally or in writing in their notebooks.
Have individual pupils report back to the class.
Language focus • For weaker classes: Explain the activity. Divide the
• Structures: Consolidation, past simple class into groups. The pupils, in groups, complete
• Language in use: I get up at quarter past the activity. Have the groups report back to the
seven every morning and have breakfast. It’s class.
green day, it’s a clean day. They rode.
Target vocabulary
1 playing football, reading, watching TV
• Consolidation
2 brush my teeth, read comics
3 do my homework, ride my bike
Thinking Skills 4 get up early, go to bed early
• Interpreting information and visuals (Ex. 23) 5 eat breakfast, have a shower
• Making Decisions (Ex. 25)
Differentiated Instruction PORTFOLIO: Talk with your friends. Then
• (Ex. 23) write about your day.
Extra materials Refer the pupils to the picture and the text. Ask the
• None. pupils, in pairs or in groups, to talk about what they
do on a daily basis. Go around the classroom
providing any necessary help. For homework, tell the
pupils to write about their daily routines and use the
BEGINNING THE LESSON text in Ex. 22 as a model.
lesson.)
Hi! I’m Bakhytzhan and this is my day!
Ask a pupil to come to the board. Name a sport.
I get up at quarter past seven every morning and
The pupil writes it on the board. Ask the rest of the
have breakfast. Then I go to school. I usually walk to
class for verification. Repeat with as many pupils as
school.
you think is necessary.
In the afternoon, I always do my homework. Then, at
half past six, I go to the gym with my dad.
READING AND WRITING At half past eight in the evening I have dinner with my
(Activities to develop the pupils’ reading and writing family. Then, I sometimes watch TV. I go to bed at
skills.) quarter past ten.
22 Listen, read and match. (Track 56 CD1) That’s my day and it’s always a happy one!
Explain the activity. Point to the pictures and elicit Note: Once you have corrected their writing activities,
what Jake does every day. Play the CD. The pupils guide your pupils on how to file them in their Language
listen and follow along in their books. The pupils then Portfolios.
read the text silently and match the sentences to the
pictures. Allow some time for the pupils to complete
Answer key
1 C 2 A 3 B
72(T)
Module 5
(Activities to revise free-time activities and develop (An activity to consolidate the language of the lesson.)
the pupils’ listening skills.)
Project: My green day activity
24 Let’s Sing! (Track 57 CD1) Tell the pupils you are going to organise an
Refer the pupils to the picture. Say: It’s a green day, it’s art exhibition for green day! Ask them to draw their
a clean day! The pupils repeat, chorally and/or favourite green day activity and present it to the class.
individually. Follow the same procedure and present Suggested answer key
the rest of the song. During this stage, present/elicit
any unknown words/phrases.
books. Divide the class into three groups and assign
a verse to each group. Play the song again and ask
each group to sing their corresponding verse. Time
permitting, play the song again for the pupils to sing
together as a class.

Ask the pupils to choose a sentence from the song
and write it on a piece of paper. Play the song again. ACTIVITY BOOK (Optional)
The pupils raise their slips of paper every time their If you wish, you can assign some or all of the
sentence is heard. corresponding activities from the Activity Book for
(See the Introduction for further ideas on how to exploit homework. If this is the case, make sure you explain
the songs.) them first.
25 : What did Lilly and Daisy do on

GREEN DAY? Match and say.
Explain the concept of a green day. Ask the pupils to
tell you some activities they would do to help our
planet. Then ask them which activities would harm
our planet, e.g. driving a car, dropping litter, etc.
Explain the activity. Explain/Elicit the meaning of the
verbs in the past simple. Allow the pupils some time
to complete the activity. Check their answers.
Answer key
2 e 3 b 4 d 5 a
2 They had a picnic.
3 They jogged in the park.
4 They planted some flowers.
5 They cleaned their classroom.
73(T)
24 It’s a green day,

It’s a clean day,
It’s a new day today!
I like helping my planet,
Let’s show them the way!
Let’s paint a new tomorrow
With colours bright and new!
I like painting a new future
And I know you like it, too!
It’s a green day,
It’s a clean day,
It’s a new day today!
I like planting my dreams,
Let’s show them the way!
25 : What did Lilly and Daisy do on ?

Match and say.
1 a cleaned their classroom
2 b jogged in the park
3 c rode their bikes
4 d planted some flowers
5 e had a picnic
1 They rode their bikes.
73
Music
Musical Instruments
26 Listen and number.
• Which of these instruments do you play (very) well? badly?

not ... at all?
I don’t play the piano at all.
74
Module 5
Time for CLIL instrument in random order. Ask individual pupils to
name the instrument. Ask the rest of the class for
Aims verification.
To explore other subject areas (Music); to
distinguish different types of musical instruments Pupils’ books open. Explain the activity. The pupils
and the sounds they make; to talk about their listen to the sounds from various instruments, identify
favourite type of music. them and number the pictures. Play the CD, twice if
necessary. The pupils listen and complete the activity.
Language focus Check the pupils’ answers.
• Structures: have to, adverbs of manner
• Language in use: I don’t play the piano. Answer key
When you play the ... , you have to ... it. I 1 violin 5 piano
like pop music. Me, too. 2 trumpet 6 drum
3 guitar 7 recorder
Target vocabulary
4 tambourine
• Musical instruments: piano, violin, trumpet,
guitar, drums, recorder, tambourine
• blow, strike, pluck, shake • Which of these instruments do you
• Music genres: pop music, classical music, play (very) well? badly? not at all?
hip hop, rock music Read the example and explain the adverbs of
Cross-curricular links manner. Then the pupils make sentences as in the
• Music (Exs 26, 27) example.
Extra materials
• The Play the Music! poster; I play the piano really well.
• paper plates (two per pupil), glue, bells, I play the guitar badly.
yarn or ribbon, paint and brushes for the I don’t play the trumpet at all.
Ending the Lesson activity.

(Activities to revise the language of the previous lesson.)
Ask the pupils to present their portfolio activities from
the previous lesson.
Play the song from the previous lesson. Invite the
pupils to sing along.
e.g. Pupil 1: My favourite music is pop. etc

(Activities to present and practise musical instruments.)
Musical Instruments
26 Listen and number. (Track 58 CD1)
POSTER
Pupils’ books closed. Put up the Play the Music! poster

on the board. Point to and present the musical
instruments. The pupils repeat after you. Point to each 74(T)
Module 5
ENDING THE LESSON
27 Match. Then say.
(An activity to consolidate the topic of the lesson.)
Refer pupils to the pictures. Say as you mime: blow
into a recorder. The pupils repeat after you. Follow the Project: My recycled tambourine
same procedure for the rest of the verbs. Allow the
pupils time to match the words to the corresponding Before going into class
pictures. Check their answers.
Have paper plates glue, bells, yarn/ribbon, paint
Answer key and brushes ready for the pupils to use.
1 d 2 a 3 b 4 c
Tell pupils they will make their own tambourine out of
Explain to the pupils that we use have to to show that recycled materials. Distribute the paper plates to the
we must do something. Say: When you play the pupils. Show them your model and hand out the bells.
recorder, you have to blow into it. Ask pupils to repeat Guide them through the making of the tambourines.
the same for the other musical instruments. Alternatively, explain the activity and assign it for
homework.
Suggested key
When you play the tambourine, you have to shake it. Instructions
hen you play the drum, you have to strike it.
When you play the guitar, you have to pluck it. Paint the bottom side of two paper plates.
Allow the paint to dry and glue the plates together.
Punch holes around the edges of the plates.
My Music Use yarn or ribbon and tie on the bells.
28 Talk with your friends.
Explain the activity and read the examples.The pupils
complete the activity in pairs. Go around the
classroom monitoring the pupils. Ask some pairs to
report back to the class.
A: I like classical music.
B: Me too./I don’t. I like hip hop.
A: I like hip hop. Upon completion of the craftwork activity, you can
B: Me too./I don’t. I like rock. play the song from the previous lesson. The pupils
A: I like rock. listen and play their tambourines!
B: Me too./I don’t. I like pop music.
them first.
75(T)
27 Match. Then say.

When you play the … you have to … it.
1
3
a blow
b strike
c pluck 4
d shake
2
My Music

• pop music • classical music • hip hop • rock music
Me too./I don’t.
I like hip hop.
I like pop
music.
75
29 Listen and read. Do

you know any other
puppet shows? Tell the
class.
Punch and Judy puppet shows are very
popular with children.The stories are very funny
and they usually have the same characters,
including Punch, his wife Judy, their baby, a
policeman and a crocodile! Punch and Judy
always ask the children watching the show
some questions and the children have a lot of
fun answering back loudly!
The State Puppet

Theatre in Almaty is one of
the oldest puppet theatres
in Kazakhstan. Every year,
there are about 300
performances. Some of the
most popular stories are ‘Big
adventures of a small young
frog’. You can watch the
shows every Saturday and
Sunday and it’s a great way
for families to have fun
together!
Shadow Puppet Show

theatre
30 Craftwork: Make light

some puppets. Your
teacher will help you have
76 a Shadow Puppet Show. puppets
Module 5
Our World – Checkpoint 5 Teacher: (Points to the second picture.) Do you
know this building?
Aims Pupil 2: Yes. It’s the State Puppet Theatre. etc.
To talk about puppet shows in England and
Kazakhstan; to consolidate the language of the Play the CD. The pupils listen and follow the texts in
module. their books. Ask the pupils to tell you if they know any
other puppet shows. If not you can ask them to go
Language focus online and find one or provide them with the name
• Structures: Consolidation of a puppet show they can research.
• Language in use: Punch and Judy puppet
shows are very popular with children. You
can watch shows every Saturday and Shadow Puppet Show
Sunday and it’s a great way for families to
have fun together. 30 Craftwork: Make some
Target vocabulary puppets. Your teacher will help you
• puppet shows, characters, performance, have a Shadow Puppet Show.
theatre, puppets.
Extra materials
• Pictures of puppets. Have the photocopies of the templates from
• A piece of white cloth/sheet, straws (3 for the Teacher’s Resource Pack CD-ROM for the
each pupil), a lamp. pupils, one set per 3 pupils. Bring a white sheet/
• Photocopies of the templates from the cloth, straws and a lamp.
Teacher’s Resource Pack CD-ROM for Ex. 30
• Formative Assessment Worksheets for Pupils’ books open. Hand out the character templates to
Module 5, one per pupil. the pupils and ask them to stick them to the straw. Explain
that they will have a puppet show based on the story on
p. 68. Divide the pupils in groups of three and assign them
BEGINNING THE LESSON roles. Allow them some time to rehearse the dialogue.
(An activity to revise the language of the previous lesson.) While pupils are preparing and rehearsing, prepare the
theatre. Put up the white sheet to make a curtain for the
Ask a student to come up to the board and mime
theatre. If possible, try to make the room darker for a better
playing an instrument (e.g. playing the guitar). The rest
effect. Point the lamp towards the sheet.
of the class tries to guess which instrument he is playing.
e.g. Pupil 1: (Mimes playing the tambourine.) When pupils are ready, ask three of them to come to
Pupil 2: You are playing the tambourine. etc. the front of the class with their puppets. They can
perform the whole dialogue or part of it.
PRESENTATION AND PRACTICE Extension activity (Optional)

29 Listen and read. Do you know any
The pupils, in groups, can draw on a piece
other puppet shows? Tell the class.
of paper their favourite cartoon/fairytale characters
(Track 59 CD1) and then stick them to straws and create puppets.
Pupils’ books closed. Put the pictures of puppets on They prepare short dialogues at home which they
the board. Ask them, in L1 if necessary, to tell you what can perform in class.
they are and if they have ever been to a puppet show.
Pupils’ books open. Ask the pupils to look at the
pictures. Have a picture discussion. If you wish, you can assign some or all of the
e.g. Teacher: (Point to the first picture.) What is the corresponding activities from the Activity Book for
name of the show? homework. If this is the case, make sure you explain
Pupil 1: Punch and Judy show. them first.
76(T)
Module 5
CHECKPOINT 5 5 Complete.
1 Look and say. Explain the activity. Allow the pupils time to read the
text and fill in the missing words. Check their answers.
Elicit the sports in the picture (baseball, badminton,
hockey, table tennis). Answer key
Answer key 1 walk 3 park 5 bed
2 homework 4 dinner
1 Anna likes playing baseball.
2 Penny likes playing badminton.
Extra Check: The pupils are now ready to do pages
3 Jamie likes playing table tennis.
56-57 in the Activity Book.
4 Oscar likes playing hockey.
2 Write the times.
Explain the activity. Allow the pupils time to complete
the exercise. Check their answers.
Answer key
1 It’s half past five.
2 It’s quarter past one.
3 Read and answer.

The pupils read the questions and answer orally or in
writing in their notebooks.
1 Yes, it is.
2 I like reading comics.
3 I get up at half past seven.
4 The guitar.
4 Make sentences.
Explain the activity. Allow the pupils some time to look
at the words and put them in the correct order to
make complete sentences. Check their answers.
Answer key
1 I always go shopping with my mum.
2 I never go to bed late.
3 They sometimes read a book.
4 He sometimes goes to the gym.
5 Do you always watch TV at night?
77(T)
1 Look and say. 4 Make sentences.
0 1 2 0 late./We/get up/never
We never get up late.
1 I/mum./shopping/always/with/go/my
_____________________________________
2 late./I/never/bed/to/go
_____________________________________
3 sometimes/book./They/a/read
3 4 _____________________________________
4 goes/He/gym./sometimes/to/the
_____________________________________
5 Do/TV/you/at/watch/night?/always
0 Ruby likes playing volleyball.
_____________________________________
2 Write the times. 5 Complete.

get up dinner
0 It’s quarter past four.
walk park
homework bed
1 ______________________
Hi! I’m Daniya and th
is is my day!
I 0) get up at quarte
r past seven every
2 ______________________ morning and have br
eakfast. Then, I go to
school. I usually 1) ______
__ to school.
3 Read and answer. In the afternoon, I alw
ays do my 2) ______ .
Then, at half past six, I
1 Is green a cool colour? go to the 3) _________
with my friends.
2 What do you like doing in your free time?
3 What time do you get up on Mondays? At half past seven I ha
ve 4) _________ with
4 Which musical instrument do you have my family. Then I som
etimes watch TV or
play computer games
to pluck when you play it? . I go to 5) __________
at quarter to ten.

163
77
78
Module 6
Lesson 1 Pupils’ books open. Refer the pupils to the picture in
p. 78. Point to the children in the picture and say: They
Aims are inventors. Would you like to be an inventor, too?
To talk about inventors from Kazakhstan and Then ask pupils to name the inventor they admire
their inventions; to design an object. and why.
Language focus Suggested answer key
I admire Thomas Edison because electricity is very
• Language in use: She is an inventor of a
important to people.
spacecraft; This is my invention, a new
mobile phone. It’s made of plastic. What is
it made of?
Target vocabulary
• metal, wood, plastic
Thinking Skills
• Applying world knowledge (Ex. 1).
• Art (Ex. 4)
Extra materials
• Completed Progress Report Cards for
Module 5;
• pictures or photos of inventors and
their inventions for Ex. 1.


1 : Name a famous inventor you

admire. Why do you admire
him/her? Tell the class.
Pupils’ books closed. Put up pictures of popular
inventions e.g. the telephone, the light bulb, the
aeroplane and their inventors: Graham Bell, Thomas
Edison and The Wright Brothers on the board. Ask the
pupils to tell you if they know who invented what. Elicit
their answers. Have a class discussion, in L1 if
necessary, about them.
78(T)
Module 6
Inventions in Kazakhstan Bright Ideas
4 : Design an object.
Read the example and explain the activity. Go through
Think about:
the text and explain/elicit any unknown words. The
pupils, in pairs, ask and answer questions, as in the Explain the activity. Go through the text and
example. Check round the class providing any explain/elicit any unknown words. Refer pupils to the
necessary help. Ask some pairs to report back to class. picture and read the example aloud. The pupils
design their own object and write a short description
Answer key
about it. They can use the text in Ex. 4 as a model.
A: Where is she from? Allow the pupils some time to complete the activity.
B: She’s from Kazakhstan. Ask individual pupils to present their objects to the
A: What does she like doing? rest of the class.
B: She likes skating and going hiking. Suggested answer key
A: What does she want to be?
B: She wants to be the first woman astronaut in
Kazakhstan!
3 Find a picture of a Kazakh

inventor and his/her invention.
Present it to the class.
Ask the pupils to use the Internet and find pictures of a
Kazakh inventor. Mention that if Internet is not available
they can draw their pictures instead. Have the pupils,
one at a time, come to the front of the classroom and
present their pictures. Make sure you display their This is my invention, a new bike. It’s made of wood. It’s
pictures somewhere in the classroom. Alternatively, bigger and heavier than a normal one.
explain the activity and assign it for homework.
Tell the pupils that you are going to play a
game.You will think of an object in class and will have
to guess the object.
e.g. Teacher: (thinks of a chair) It’s made of wood.You
can sit on it.
Class: A chair! etc.

This is Azamat Yeshmukhametov from Kazakhstan. He them first in class.
is the inventor of theYamabot robot.
79(T)
1 : Name a famous inventor you admire. Why do you

admire him/her? Tell the class.
Inventions in Kazakhstan
2 Talk with your friend. Pupil B

Pupil A
Nazifa Baktybaeva is a
• what/name? student from Kazakhstan and
• where/from? an inventor of a spacecraft. In
• what/like her free time, Nazifa likes
doing? skating and going hiking. She
• what/want to wants to be the first woman
be? astronaut in Kazakhstan!
A: What’s her name?

B: Nazifa Baktybaeva.
3 Find a picture of a Kazakh inventor and his/her invention.

Present it to the class.
This is … from Kazakhstan. He/She is the inventor of … .
Bright Ideas
4 : Design an
object. Think about:
1 What is it made of?
metal ? wood ?
plastic ?
2 Is it bigger or smaller than normal?
This is my invention, a new mobile phone.
3 Is it heavier or lighter than normal? It’s made of plastic. It’s smaller and
lighter than a normal one.
79
5 Listen,
b c
a
point and
repeat.
Then
match.
1 a visit
2 d e f
diver
3 discover
4 scream
5 rock
6 cave g
7 footprint
6 Read and complete. Then match. There is one extra sentence.

1 There’s a big ftpoornit A B
footprint on the snow.
Is it from an animal?
2 There’s a big cvae __________
over there. Do any animals
live in it?
3 In the summer I viits _________
my grandma and grandpa
in Astana. I have a great time C 1 D
there!
4 I want to be a dvire _________
because I love the sea!
5 There’s a flower on the rcok
__________ . Cool!
80
Module 6
Lesson 2 Extension activity (Optional)
Aims Point to the flashcards at random, sometimes saying

To practise storytelling. To talk about actions in the right word and sometimes not. Ask the pupils to
the past. say yes or no.
e.g. Teacher: (pointing to the ‘visit’ flashcard) visit
Language focus Class: Yes.
• Structures: past simple (regular verbs) Teacher: (pointing to the ‘rock’ flashcard) scream
• Language in use: There’s a big footprint on Class: No. etc
the snow. Is it from an animal? I visited my
cousin yesterday. We didn’t stay at home. Pupils’ books open. Play the CD.The pupils listen, point
What did you do yesterday? to the words and repeat. If you wish, play the CD
again pausing after each word. The pupils repeat,
Target vocabulary chorally and/or individually. The pupils then match
• visit, diver, discover, scream, rock, cave, the words to the pictures. Allow the pupils some time
footprint to complete the activity. Check their answers.
Extra materials Answer key
• Flashcards (41-47).
2 c 3 e 4 g 5 f 6 b 7 d
6 Read and complete. Then match.

BEGINNING THE LESSON There is one extra sentence.
(An activity to revise the vocabulary from the previous Explain the activity. Allow the pupils some time to read
lesson.) the sentences and complete them. Then they match
Write the words from the previous lesson on the board. the pictures to the sentences. Explain that there is one
Ask the pupils to make sentences using them. extra sentence. Check the pupils’ answers.
Answer key
PRESENTATION AND PRACTICE 2 cave, D 4 diver
(Activities to present and activate the new language.) 3 visit, A 5 rock, B
FLASHCARDS (41-47)

(Track 01 CD2)
point to the flashcards in random order. Ask individual
80(T)
Module 6
(Activities to present and practise the past simple – (An activity to consolidate the language of the lesson.)
regular verbs.)
Project: Yesterday, I …
7 Read and complete. Tell the pupils to draw a sketch depicting an
Pupils’ books closed. Say, then write: I visited my friend action they did yesterday and write a sentence about
yesterday. Underline the words in bold. The pupils it. The pupils then present them to the class.
repeat, chorally and/or individually. Explain that this Suggested Answer Key
is the past simple and we use it to talk about actions
in the past that happened at a specific time. Explain
that we add –ed at the end of the verb. Elicit the
spelling rules for visit, stop, study, play and like. Present
the rest of the persons in the same way, as well as the
negative and interrogative forms and the short
answers. Point out that in the interrogative and
negative form, the main verb remains the same.
section briefly. Explain the activity. Allow the pupils
some time to complete it. Check their answers.
Yesterday, I played basketball.
Answer key
2 travelled 4 discovered 6 danced ACTIVITY BOOK (Optional)
3 studied 5 played
8 Look, read and correct. homework. If this is the case, make sure you explain
Refer the pupils to the pictures and the sentences.The them first.
pupils look at the pictures and correct the sentences.
Answer key
2 No, she didn’t. She painted a flower.
3 No, she didn’t. She visited the zoo.
4 No, she didn’t. She washed her bike.
2 No, she didn’t. She danced with Grandma.
9 Let’s Play
Read the example and explain the game. A pupil
starts by saying what he/she played yesterday. The
next pupil repeats what the previous pupil said and
adds his/her own. The pupil who forgets what the
previous pupils said loses and has to pay a forfeit, e.g.
name a lashcard, sing a song, etc.
81(T)

Smiles 3 - Teacher's Book

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01_Smiles 3 KAZAKH Contents Ts.qxp_01_Smiles 3 KAZAKH Contents Ts.

qxp 6/15/17 13:26 Page 1

CONTENTS Vocabulary Grammar

1 Animals (pp. 4-17) • animals • interrogative pronouns

2 Light and Dark (pp. 18-31) • sources of light • plurals

Storytime I: Twinklinka (Value: Be kind) (pp. 32-33)

3 Time (pp. 34-47) • daily routine • ordinals

4 Buildings (pp. 48-61) • parts of a house • there is/are

6 Explorers and Inventors • materials • present simple

7 Water, Water, Everywhere! • (seaside) activities • present continuous

8 Having Fun (pp. 108-121) • places • present simple

Glossary (pp. 124-128) Instruments for Evaluation pp. 129(T)-158(T)

Thinking Skills Cross-Curricular

Reading: Celebrating Green Classroom Day • Paying attention to • Musical Instruments • ie

Reading: Doing water sports • Combining ideas to • The Water Cycle • w – wh

A1 Basic Users The Pupil’s Book also incorporates a variety of

II Extra Check • My Language Portfolio

Types of Learning Styles

Programme (Contents & Syllabus)

Time for CLIL write ...

Programme (Contents & Syllabus)

Programme (Contents & Syllabus)

Our World Time for CLIL

Storytime II Our World

Programme (Contents & Syllabus)

Time for CLIL Time for CLIL

Programme (Contents & Syllabus)

Time for CLIL

4 Find some facts about one of

1 Look at the pictures. Which animal is a mammal? a reptile?

2 : Read and name the animal.

at night. What am I? I’m a(n) _______________ .

2 I live on land. I eat plants. What am I? I’m a(n) _______________ .

3 True or False? In pairs, decide. Check your answers online

4 Find some facts about one of the other two animals.

5 Listen, point and repeat. Then number.

6 Rearrange the letters and write the words.

PRESENTATION AND PRACTICE

8 Count and write. Then say.

9 Listen and number. (Track 03 CD1)

7 Complete. Use have got or

1 We have got green eyes.

2 Nurlybek _______________ big hands.

3 They ___________________ brown hair. I’ve (I have) got blue hair.

8 Count and write. Then say.

9 Listen and number.

10 Listen and read.

Look! It’s got

BEGINNING THE LESSON

PRESENTATION AND PRACTICE

10 Listen and read. (Track 04 CD1)

11 Read the story and choose.

12 : Tick (✓) the right sentence.

1 Help! It’s Amir!

14 Talking Listen and read. Make a new

dog long body Bob the d__g has got

17 Listen, point and repeat. Then match.

18 Find the animals and write.

17 Listen, point and repeat. Then match.

20 Look, read and answer.

21 Which is Nurlan’s pet? Read, choose

20 Look, read and answer.

Have parrots got small

cherry chase dish fish The erry is asing the