All about me.Hello!

LESSON:  All about me.Hello!		School: №33
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	L1 L2 L9 S1  S3 R3 UE5 UE6  UE8
Lesson objectives	All learners will be able to:
	use simple greeting and introduction forms and respond to some prompts and instructions correctly
	Most learners will be able to:
	use simple greeting and introduction forms and respond to most prompts and        instructions ccorrectly
	Some learners will be able to:
	use simple greeting and introduction forms and respond to prompts and instructions        correctly with some extended answers
Previous learning	Hello  What’s your name  I’m   This is  Say  Open Close
Plan
Planned timings	Planned activities		Smiles Resources		Teacher Notes
Beginning the lesson             L9	Welcome your class by saying Hello several times. Write your name on the board and introduce yourself to the class. Point to your name and to yourself and say: Hello, I’m (Miss Evans). Encourage the pupils to greet you back. Stand in front of a pupil and say: Hello, I’m (Miss Evans). What’s your name? Encourage the pupil to respond. Repeat with as many pupils as you think is necessary.

Presentation and practice             L2             UE5             UE6             L9             L3   S1	Step 1  Sing the Hello Song! Pupils’ books closed. Present/Revise the names of the characters. Hold up the cover of your book, point to Liam and ask: Who’s this? Elicit: Liam. Follow the same procedure and present/elicit Lilly and Charlie. Name the characters in random order. Ask the pupils to point to them. Pupils’ books open. Refer the pupils to the characters in Ex. 1. Point to Nanny Rose and elicit/present her name. Present the song. [see p.116] Point to Liam and say: This is Liam. Say hello! Encourage the pupils to repeat after you. Follow the same procedure and present the rest of the song.		Hello song!
	Step 2  Talk with your friend Point to Berik and Dana, one at a time, and say: This is Berik and this is Dana. The pupils repeat, chorally and/or individually. Encourage the pupils to greet them by saying hello to them. Pupils’ books closed. Put up the flashcards on the board, one at a time, and say the corresponding phrases. The pupils repeat, chorally and/or individually. Then mime the commands in random order. Ask individual pupils to say the appropriate command. Ask the rest of the class for verification. Then say each command and ask the pupils to follow them.		FLASHCARDS (1-4)		Target Dialogue A: I’m Damir. This is my friend, Gulnara. B: Hello, Damir. Hello, Gulnara.
	Step 3  Read and number the pictures. Refer the pupils to the pictures and read the commands. Explain the activity. The pupils number the pictures. Check their answers.
	Step 4  Keep Moving song and miming actions Mime and say: Stand up, sit down! Keep moving! The pupils repeat after you. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen and look. Divide the class into two groups and assign a verse to each group. Play the song and each group sings the assigned verse. Play the song a third time. The pupils sing and do the corresponding actions.
Ending the lesson	Play Simon Says. Explain to the pupils that they are to follow the commands only if they are preceded by Simon Says.				Teacher: Simon says, Stand up! (The pupils stand up.)
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?		Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
·         extend modelling and drilling sequences with some groups ·         seek extended answers from some learners e.g. ask some learners to introduce to other learners		·       monitoring response to prompts and instructions ·       monitoring clarity of speech in instruction and singing tasks		·       Values links: being polite to others

Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

LESSON:  Module 1  Lesson 2.  Shapes		School:
Date:06.09		Teacher name:Arinova K.B
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	L1  L4  S4  S6  S7 R6 UE14  UE17
Lesson objectives	All learners will be able to:
	understand some instructions and produce some appropriate responses when prompted
	Most learners will be able to:
	understand most instructions and produce some target language correctly with clear        pronunciation when prompted
	Some learners will be able to:
	understand all instructions and produce most target language correctly with clear        pronunciation when prompted
Previous learning	Names of shapes   in the air  on the ground  This is ..  Stand
Plan
Planned timings	Planned activities		Smiles Resources		Teacher Notes
Beginning the lesson             S3	Pupils’ books closed. Put up the flashcards on the board. Point to the shapes, one at a time, and name them. The pupils repeat, chorally and/or individually. Point to the shapes in random order and elicit the appropriate word from the pupils. Pupils’ books open.		FLASHCARDS (5-8)

Presentation and practice             L1             S7             UE14             L4             S4   S6             UE16             R6             S3	Step 1  Trace the shapes (activity 5) Explain the activity. The pupils trace the shapes. Then they point to and name the shapes. For stronger classes, the pupils complete the sentences.
	Step 2  Sing the Shapes Song and perform actions (activity 6) Draw an imaginary circle in the air as you say: This is a circle in the air. The pupils repeat after you. Then draw an imaginary circle on the ground as you say: This is a circle on the ground. The pupils repeat after you. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen to the song. Divide the class into four groups and assign a verse to each group. Play the song again. The pupils sing their assigned verse. Encourage the pupils to draw imaginary shapes in the air and on the ground as they sing. Time permitting, play the song a third time for the pupils to sing the song as a class.
	Step 3  Listen and Read Set the scene by asking the pupils questions. e.g. Teacher: (pointing to picture 1) Is Liam ready? Class: Yes! Teacher: Yes, Liam is ready! (pointing to Lilly in picture 2 and shaking head) Is Lilly ready, too? Class: No!  etc Play the CD and ask the pupils to listen and follow the dialogue in their books		Track 8 CD1
	Step 4  Tick (✓) (activity 8) Explain the activity. The pupils look at the pictures, read the dialogue silently and tick the right shape. Check the pupils’ answers. Answer Key Stand in the circle
Ending the lesson             L1             S3	Ask two pupils to come to the front of the classroom. Tell one of the pupils to turn his/her back to the other pupil. Then ask the other pupil to draw a shape on the pupil’s back using his/her finger, but without saying what it is. The pupil has to guess the shape. Then they swap roles. Continue with the rest of the class
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?		Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
·       differentiation instruction above in Step 1		·       monitor and drill learner stress placement on polysyllabic shape words ·       monitor learner use of target language in production activities		·       Cross-curricular links : [Maths] shapes

Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

LESSON:  Module 1  Lesson 3.  Colours		School:
Date:		Teacher name:Arinova K.B
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	L1 L4  L6 S2 S3 S4 R6 UE4 UE5
Lesson objectives	All learners will be able to:
	respond to some prompts correctly and recognise most written words in the story
	Most learners will be able to:
	respond to most prompts correctly and understand most elements of the story
	Some learners will be able to:
	respond to all prompts correctly and complete comprehension activities with only limited        support
Previous learning	names of shapes and colours  What colour is it?   It’s
Plan
Planned timings	Planned activities		Smiles Resources		Teacher Notes
Beginning the lesson             S3	Draw the shapes in the air, one at a time, and say the corresponding word for each. Repeat one more time. Then say a shape and ask individual pupils to draw it in the air. Play the Shapes Song from the previous lesson (Invite the pupils to sing along. Pupils’ books closed. Put up the flashcards on the board, one at a time, and name the colours. The pupils repeat, chorally and/or individually. Point to each flashcard in random order. Ask individual pupils to name the colour. Ask the rest of the class for verification. Point to various items in the classroom. Ask: What colour is it? Elicit their colours. Pupils’ books open The pupils listen, point to the pictures, and repeat the words.		Track 07 CD1 FLASHCARDS (9-14)

Presentation and practice             L6             S2  S4             UE5             L6             S3             L6             R5	Step 1  Listen and colour (activity 9) Elicit the shapes from the pupils. Ask them to take out their green, yellow, blue and red coloured pencils. One pupil thinks of one of the shapes. The other pupil asks for its colour to find it. Then they swap roles.		Track 10 CD1
	Step 2  Let’s sing! (activity 10) Gesture and say: Goodbye, goodbye. The pupils repeat after you. Then mime and say: Bye-bye and see you soon! The pupils repeat after you. Follow the same procedure to present the rest of the song.
	Step 3  Listen and Read (activity 11) Refer the pupils to pictures in the dialogue and set the scene. Play the CD and ask the pupils to listen and follow the dialogue in their books.		Track 12 CD1
	Step 4  Circle the Right Word (activity 12) Explain the activity. The pupils look at the pictures, read the dialogue silently and circle the right word. Allow the pupils some time to complete the activity. Check their answers.
Ending the lesson             L1	Ask the pupils to take out their red, blue, green, yellow, orange and pink coloured pencils. Name a colour. Ask the pupils to raise their corresponding coloured pencils. Repeat with the rest of the colours.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?		Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
·       differentiate in story/dialogue follow-up tasks  ·       have story picture cards and ask stronger learners to remember who says what in the story and weaker learners to name characters, colours and objects		·         check question formation and pronunciation when learners model their Step 1 dialogue interactions.		·       ICT links: source an appropriate interactive shape or colour game for learners to do and project to whiteboard for learners to do as a whole group with different learners taking turns at the keyboard.

Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

LESSON:  Module 1  Lesson 4		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	L1 S1 W1  W8 UE3 UE13 UE15
Lesson objectives	All learners will be able to:
	respond to some prompts with correct words and phrases and write some words and        phrases correctly with support
	Most learners will be able to:
	respond to most prompts with correct words and phrases and spell most words and        phrases correctly with support
	Some learners will be able to:
	produce correct words and phrases in spoken and written tasks and complete the written        task mainly independently with correct spellings
Previous learning	colours shapes  I can  my favourite  I like +ing
Plan
Planned timings	Planned activities		Smiles Resources		Teacher Notes
Beginning the lesson	Hand out the flashcards. Call out a colour, e.g. blue. The pupil with the corresponding flashcard holds it up for the rest of the class to see. Repeat with the rest of the flashcards.		Track 11 CD1

Presentation and practice             L1             W1 W8             UE3 UE13             UE15	Step 1  Use the code and colour the picture (activity 13) Explain the activity. Allow the pupils some time to use the code and colour in the shapes. Then elicit the colours by pointing to the shapes and asking pupils to tell you what colour they are. Tell the pupils that they are going to make the face of a teddy bear using circles only. Hand out the photocopies. Guide them through the cutting and gluing together of the circles. Go around the classroom providing any necessary help. While the pupils are doing the craftwork, feel free to play any song from the module. Make sure you display their work somewhere in the classroom.		Teddy Bear Template
	Step 2  Look, read and complete. Listen and check. Write the phrase All About Me on the board. Explain what it means. Explain, in L1 if necessary, that there are some things that show who we are. Go through the incomplete list and give examples about yourself. During this procedure, explain/elicit any unknown words/phrases. Refer the pupils to the activity. Go through the list of the missing words and explain/elicit their meaning. Allow the pupils some time to complete the poster. Play the CD, twice if necessary. The pupils listen and check their answers. Ask some pupils to read out from the poster.		Track 13 CD1		Write the following on the board: My name’s ___________ . I am ___________ years old. I am from ___________ . My favourite colour is ___________ . My Family: ___________ My favourite things: ___________ I like wearing: ___________ My favourite subjects: ___________ I can: ___________
	Step 3  Make an All About Me poster Explain the activity. The pupils use the poster in Ex. 14 as a model and produce a similar one about themselves. You can assign this for homework. During the next lesson, encourage the pupils to present their work to the classroom. Make sure you display their work somewhere in the classroom.
Ending the lesson             S1	Ask the pupils to tell the class something that shows who they are (e.g. favourite colour/thing/subject, what they like wearing ……. )
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?		Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
·       give extra support to less able writers in poster tasks e.g. prompting with initial letters, spelling out some words		·       check spelling and use of structure in learner poster ·       monitor learner use of words and pronunciation in final task		·       cross-curricular Maths: colour code shape task

Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

LESSON: Smiles magazine.Our world		School:
Date:		Teacher name:Arinova K.B
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	L1 L3  L6 S3 S4 S7 UE5  UE14
Lesson objectives	All learners will be able to:
	respond correctly to some questions and prompts about shapes
Previous learning	What shape is it?  Where is it?   Names of shapes   It’s in …
Plan
Planned timings	Planned activities		Smiles Resources		Teacher Notes
Beginning the lesson	Point to an object in the classroom, e.g. a round clock. Ask a pupil to name the shape. Repeat the procedure with other shapes.

Presentation and practice             L6             UE5             UE14             S3             L3             S7             L1	Step 1  Our World Listen and Read Pupils’ books closed. Put up the world map. Point to London, UK, and say: This is London. Explain, in L1 if necessary, that London is the capital city of the UK. Ask the pupils to tell you if they know anything about this country, e.g. what colour its flag is, famous people, etc. Follow the same procedure and present Kazakhstan, too. Pupils’ books open. Refer the pupils to the pictures of the landmarks and present them. Elicit their shape. Play the CD. The pupils listen and follow along in their books. Then ask some pupils to read out from the texts. Find a picture of a place in your country. What shape is it? Present it to the class. Explain the activity. Brainstorm for landmarks and write their names on the board. The pupils then draw a picture of the landmark and write its shape. They present their drawing to the class. Alternatively, the pupils can do this at home.  They can find pictures of a place in their country or around the world.		Track 14 CD1
	Step 2  Realistic or abstract? Pupils’ books closed. Put up the Realistic and Abstract Paintings poster on the board. Ask the pupils to look at the paintings and say how they differ, in L1 if necessary. Explain to them that some paintings are realistic: You can tell by looking at it what the painting is about. Other paintings are abstract: It is not obvious what the paintings show. Point to the first painting and say: This is a realistic painting. The pupils repeat after you. Repeat the same procedure for the rest of the paintings. Pupils’ books open. Point to picture 1 and ask the pupils to say abstract or realistic. Repeat for the remaining pictures. Explain the task. Allow the pupils some time to match the paintings to the words. Check their answers.		Realistic or Abstract Paintings poster
	Step 3  Make Your Own Shape Art Read the instructions and explain the activity. Point to the examples and explain to the pupils that they will make their own piece of art using shapes. You can assign this as homework. During the next lesson encourage the pupils to present their art work. Make sure you display their work somewhere in the classroom.
Ending the lesson             S1	Display the pictures of the paintings you have brought to class on the board. Ask the pupils to say which ones are realistic and which ones are abstract.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?		Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
·      give extra support through modelling and drilling of stress placement during individual craftwork		·      use monitoring time during individual craftwork to assess [eliciting] learner’s response to questions about shape and colour		·      cross-curricular links:  Art and Design vocabulary and shape picture

Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

LESSON:  Module 1  Lesson 6 Storytime		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	L3 L4 L7 S1  S3 R6 UE1 UE3
Lesson objectives	All learners will be able to:
	respond to some prompts correctly and pronounce some words correctly and identify some written words in story activities
	Most learners will be able to:
	respond to most prompts correctly, with correct pronunciation of colours and recognise        written forms of most words in reading parts of the lesson
	Some learners will be able to:
	respond to most prompts correctly with clear pronunciation and exhibit good        comprehension of written and audio story
Previous learning	names of colours  there are  Where are ..?
Plan
Planned timings	Planned activities		Smiles Resources		Teacher Notes
Beginning the lesson             L4             S3	Ask individual pupils to tell you their favourite colour. Point to objects in the classroom and ask pupils to name the colours. Write the word rainbow on the board and elicit/explain its meaning. If you wish, teach the colours of the rainbow during this stage. [An easy way to remember the order of the colours of the rainbow is by memorising the acronym VIBGYOR (violet, indigo, blue, green, yellow, orange and red).] Then have a class discussion, in L1 if necessary, on what the world would be like without colours (boring, dull, etc). Explain to the pupils that they are going to read a story from America about how the rainbow was created.

Presentation and practice             L3             UE1             L7             R6             S1             UE3	Step 1  Listen, Point and Repeat Pupils’ books closed. Put up the flashcards on the board, one at a time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each item in random order. Ask individual pupils to name the item. Ask the rest of the class for verification.		Track 15 CD1 Flashcards 15-20
	Step 2  STORY CARDS  Use the story cards to present the story.
	Step 3  Listen and read. Act out the story. (activity 4) Play the CD. The pupils listen and follow along in their books. Play the CD again. The pupils repeat, chorally and/or individually. Read the Smiles Values! and have a discussion with the pupils, in L1 if necessary, about the moral of the story. Tell the pupils that it is very important to respect and protect our planet. Tell them that it doesn’t matter if your contribution is big or small. What really matters is to help one another with whatever abilities you have, just like the little birds did when they helped to make the world prettier. That way, we can all respect and protect our colourful planet! Put up the story cards in random order. Ask the pupils to come and put the cards in the right order. Play the CD for verification. Assign roles and allow the pupils, in groups, some time to rehearse. Ask the groups to act out the story. They can use the story cards for help.		Track 16 CD1
Ending the lesson	Project: My rainbow Ask the pupils to use their colouring pencils and draw and colour their own rainbow. Display the pupils’ work around the classroom.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?		Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
·       give extra support with modelling and drilling in small group story rehearsal		·       monitor learner comprehension during story ordering task		·       Values link: the importance of the environment

Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.