Поурочное планирование на тему "Travel"

LESSON : Module 7  Let’s travel			School: A.Karsakbaev secondary school
Date:			Teacher names: Zhumanova Gulim Abdinurovna
CLASS: 1			Number present:			absent:
Learning objectives(s) that this lesson is contributing to		1.S1 make basic personal statements and simple statements about objects 1.L2 recognize with considerable support a few basic personal questions spoken slowly and distinctly, 1.R1 recognize initial letters in names and places 1. UE8 use imperative forms of common verbs related to classroom routines
Aims		Ø To learn about means of transport Ø To talk about travelling Ø To understand the concept of  land, air and sea means of transport kll kkskills
Success criteria		·        shows the means of transport; ·        to use names of transports correctly for answering the question: “How do you go to school?”; ·        make  the action “on foot” “by train, by car, by bike”; ·        pronounces  topic words and expressions clearly.
Language focus		v How do you go to school?
Target vocabulary		v By car, by bus, by plane, by bike, on foot
Cross-curricular links		v Geography
Extra materials		v A map of the world for the Beginning the Lesson activity; v The Moving Around! poster
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
Beginning the lesson 5 -10 minutes	Hello, (echo) How are you? (echo) I’m fine (echo) Thank you (echo) An activity to revise the vocabulary from previous lesson. Warm up. Repeat in chorus I’ve got a car, I’ve got a plane! I’ve got a car, I’ve got a train! 1.Watch the video ,think and find the theme of the lesson  (critical thinking) Activities to familiarise the pupils with means of  transport.				Hello (echo) x2 We’re happy here today Hello (echo) x2 In English class today
Middle 20 minutes	1.Individual work: Matching task. Descriptor: Ø To know the name of transport Ø They can divide the transport for each using Physical training 2.Work in pair: Choose. Talk with your friend.  “How do you to school?” – I go to school by bus Descriptor:  A learner Ø answers the question; Ø  uses topic words appropriately. 3.Work in groups: the let’s travel. Make a poster Descriptor:  A learner Ø They can divide the transport for each using Ø  They know  air, land, water transports
End 5 minutes	Game for consolidation of the lesson. “Crosses and zeroes” Reflection: Plane Car  On foot
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
·      Create mixed ability pairs for speaking activity. ·      Stronger Students can support weaker Students in pair work		·      through questioning and the redirecting of questioning in feedback activities ·      through observation in pair work ·      through revising a covered material in warm up activity		·         Cross curricular link with Art and Math ·         Students in pair work learn to be patient and helpful

LESSON:28 Module 4  Pets				School: A. Karsakbaev secondary school
Date:13,14.12.16				Teacher names: Zhumanova  G.A.
CLASS: 1 «А,Ә,Б,В,Г,Ғ»				Number present:			absent:
Learning objectives(s) that this lesson is contributing to		1.L3 recognize with support common names and names of places recognize the spoken form of a limited range of everyday and classroom words 1.L9  recognize the names of letters of the alphabet 1.S1 make basic personal statements about people, objects and classroom routines 1.S3 pronounce familiar words and expressions intelligibly 1.UE3 use basic adjectives to describe people and things 1.UE11 use there is / there are to make short statements and ask questions 1.UE14  use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days
Aims		Ø To introduce pets ; kll kkskills
Language focus		v This is my pet. v It’s a cat. v What’s its name? v Let me see!
Target vocabulary		v Pets: rabbit, fish, cat, dog, mouse
Differentiated Instruction		v Ex.1 v Ex.4.
Cross-curricular links		Ø Music Ø Science
Thinking Skills		Ø To identify details in visuals
Extra materials		v Flashcards for the Beginning the lesson activity v The My Pets! Poster v Story cutouts from the Activity Book for Ex.4 Extension activity
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
Beginning the lesson 5 -10 minutes	Hello, (echo) How are you? (echo) I’m fine (echo) Thank you (echo) An activity to introduce the topic of the story. Activities to revise the vocabulary from previous module. Stickers Ask individual pupils to choose two or three flashcards and then ask them to name them.					Hello (echo) x2 We’re happy here today Hello (echo) x2 In English class today
Middle 20 minutes	Activities to present and activate the new language   Poster Listen, point and repeat Complete. Point and say This is my pet. Its a fish					(Track 44CD1)
End 5 minutes	Sing the My pets song!					(Track 45CD1)
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
·     Create mixed ability pairs for speaking activity. ·     Stronger Students can support weaker Students in pair work			·     through questioning and the redirecting of questioning in feedback activities ·     through observation in pair work ·     through revising a covered material in warm up activity ·     Formative Assessment		·        Cross curricular link with Art and Math ·        Students in pair work learn to be patient and helpful

LESSON:29 Module 4  Сolours and size				School: A. Karsakbaev secondary school
Date:14, 19.12.16				Teacher names: Zhumanova  G.A.
CLASS: 1 «А,Ә,Б,В,Г,Ғ»				Number present:			absent:
Learning objectives(s) that this lesson is contributing to		1.L3 recognize with support common names and names of places recognize the spoken form of a limited range of everyday and classroom words 1.L9  recognize the names of letters of the alphabet 1.S1 make basic personal statements about people, objects and classroom routines 1.S3 pronounce familiar words and expressions intelligibly 1.UE3 use basic adjectives to describe people and things 1.UE11 use there is / there are to make short statements and ask questions 1.UE14  use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days
Aims		Ø To identify colours and size kll kkskills
Language focus		v It’s a big black dog v Where is the rabbit? v Is it big? Yes/No.
Target vocabulary		v Colours: black, brown, white, pink v Size: big ,small
Differentiated Instruction		v Ex.8
Thinking Skills		Ø To identify details in visuals
Extra materials		v Flashcards (18-23) v The My Pets! Poster v Story cutouts from the Activity Book for Ex.8 Extension activity
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
Beginning the lesson 5 -10 minutes	Hello, (echo) How are you? (echo) I’m fine (echo) Thank you (echo) Activities to revise the vocabulary from previous lesson. Make an animal noise/facial expression and have the pupils guess the animal. The first pupil to guess correctly comes to the front of the classroom and continues with another animal. Play the My pets song  from the previous lesson .					Hello (echo) x2 We’re happy here today Hello (echo) x2 In English class today (Track 45CD1)
Middle 20 minutes	Presentation and practice Activities to present and activate the new language  1.Listen, point and repeat 2. Read and colour. Play the guessing game. 3.Sing  the Where’s the rabbit? Song!  4.Listen and repeat Colours: black, brown, white, pink Size: big ,small It’s a big black dog Where is the rabbit? Is it big? Yes/No.					(Track 47CD1)  Track 48CD1 Track 49CD1
End 5 minutes	An activity  to consolidate the language of the lesson
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
·     Create mixed ability pairs for speaking activity. ·     Stronger Students can support weaker Students in pair work			·     through questioning and the redirecting of questioning in feedback activities ·     through observation in pair work ·     through revising a covered material in warm up activity ·     Formative Assessment		·        Cross curricular link with Art and Math ·        Students in pair work learn to be patient and helpful

LESSON:30 Module 4  Сolours and size				School: A. Karsakbaev secondary school
Date:20,21.12.16				Teacher names: Zhumanova  G.A.
CLASS: 1 «А,Ә,Б,В,Г,Ғ»				Number present:			absent:
Learning objectives(s) that this lesson is contributing to		1.L3 recognize with support common names and names of places recognize the spoken form of a limited range of everyday and classroom words 1.L9  recognize the names of letters of the alphabet 1.S1 make basic personal statements about people, objects and classroom routines 1.S3 pronounce familiar words and expressions intelligibly 1.UE3 use basic adjectives to describe people and things 1.UE11 use there is / there are to make short statements and ask questions 1.UE14  use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days
Aims		Ø To consolidate colours and size kll kkskills
Language focus		v Oh, look at all the pets! v There’s a parrot on the TV!
Target vocabulary		v Animals: tortoise,pappot, spider v Size: big ,small
Differentiated Instruction		v Ex.10 v Ex.11
Thinking Skills		Ø To interpret and understand visuals
Extra materials		v The My Pets! Poster v Story cutouts from the Activity Book for Ex.8 Extension activity
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
Beginning the lesson 5 -10 minutes	Hello, (echo) How are you? (echo) I’m fine (echo) Thank you (echo) Activities to revise the vocabulary from previous lesson. Ask the pupils to put their crayons or colored pencils on their desk. Say a colour at the random.					Hello (echo) x2 We’re happy here today Hello (echo) x2 In English class today (Track 50 CD1)
Middle 20 minutes	Presentation and practice Activities to present and activate the new language  1.Listen, point and repeat 2. Read and colour. Play the guessing game. 3.Sing  the Where’s the rabbit? Song!  4.Listen and repeat Animals: tortoise, pappot , spider Size: big ,small Oh, look at all the pets! There’s a parrot on the TV!					(Track 51CD1)  Track 52CD1
End 5 minutes	An activity  to consolidate the language of the lesson
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
·     Create mixed ability pairs for speaking activity. ·     Stronger Students can support weaker Students in pair work			·     through questioning and the redirecting of questioning in feedback activities ·     through observation in pair work ·     through revising a covered material in warm up activity ·     Formative Assessment		·        Cross curricular link with Art and Math ·        Students in pair work learn to be patient and helpful

LESSON:31 Module 4  Let’s play!				School: A. Karsakbaev secondary school
Date:23,26.12.16				Teacher names: Zholamanova  A. N.
CLASS: 1 «А,Ә,Б,В,Г,Ғ»				Number present:			absent:
Learning objectives(s) that this lesson is contributing to		1.L3 recognize with support common names and names of places recognize the spoken form of a limited range of everyday and classroom words 1.L9  recognize the names of letters of the alphabet 1.S1 make basic personal statements about people, objects and classroom routines 1.S3 pronounce familiar words and expressions intelligibly 1.UE3 use basic adjectives to describe people and things 1.UE11 use there is / there are to make short statements and ask questions 1.UE14  use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days
Aims		Ø To consolidate the language of the module; Ø To develop fine motor skills through craftwork; Ø To produce a project about a pet. kll kkskills
Language focus		v Consolidation.
Target vocabulary		v Consolidation.
Cross-curricular links		v Maths v Art (craftwork)
Thinking Skills		Ø To interpret and understand visuals
Extra materials		v The My Pets! Poster v Photocopies of the pet shop template for each pupil from the Teacher’s Resource Pack CD-ROM, scissors and coloured pencil for the Craftwork activity.
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
Beginning the lesson 5 -10 minutes	Hello, (echo) How are you? (echo) I’m fine (echo) Thank you (echo) Activities to revise the vocabulary from previous lesson. Pupils up the My Pets! Poster on the board. Point to the animals one at a time, sometimes naming them and sometimes giving the wrong word. Pupils say yes/no. Teacher :Rabbit. Pupils :yes.					Hello (echo) x2 We’re happy here today Hello (echo) x2 In English class today (Track 53 CD1)
Middle 20 minutes	Practice Activities to consolidate the language of the module. Refer the pupils to the pictures and elicit the animals. The pupils then match them to the big or small paw print. Then, they point to each animal and say if its big or small.
End 5 minutes	An activity  to consolidate the language of the lesson. Refer the pupils to the project and the picture. Read the example. Explain that their going to make a project about their pets.
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
·     Create mixed ability pairs for speaking activity. ·     Stronger Students can support weaker Students in pair work			·     through questioning and the redirecting of questioning in feedback activities ·     through observation in pair work ·     through revising a covered material in warm up activity ·     Formative Assessment		·        Cross curricular link with Art and Math ·        Students in pair work learn to be patient and helpful

LESSON:32 Module 4  Animals from Australia, Kazakhstan, China				School: A. Karsakbaev secondary school
Date:27,28.12.16				Teacher names: Zhumanova  G. A.
CLASS: 1 «А,Ә,Б,В,Г,Ғ»				Number present:			absent:
Learning objectives(s) that this lesson is contributing to		1.L3 recognize with support common names and names of places recognize the spoken form of a limited range of everyday and classroom words 1.L9  recognize the names of letters of the alphabet 1.S1 make basic personal statements about people, objects and classroom routines 1.S3 pronounce familiar words and expressions intelligibly 1.UE3 use basic adjectives to describe people and things 1.UE11 use there is / there are to make short statements and ask questions 1.UE14  use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days
Aims		Ø To learn about animals from Australia, Kazakhstan, China; Ø To explore other subject areas (Science); Ø To understand the difference between pets and wild animals. kkskills
Language focus		v I’m Jenny. My favourite animals is the kangaroo.
Target vocabulary		v Wild animals: elephant,  zebra, lion, panda,tiger v Pets: mouse, dog, rabbit, parrot, fish
Cross-curricular links		v Geography v science)
Thinking Skills		Ø To interpret and understand visuals
Extra materials		v A map of the world for the Beginning the lesson activity v The pets and wild animals poster.
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
Beginning the lesson 5 -10 minutes	Hello, (echo) How are you? (echo) I’m fine (echo) Thank you (echo) Activities to revise the vocabulary from previous lesson. Put up the My Pets! Poster on the board. Point to the animals one at a time, sometimes naming them and sometimes giving the wrong word. Pupils say yes/no. Teacher :Rabbit. Pupils :yes. Match.Say. Refer the pupils to the pictures and elicit the animals.The pupils then match them to the big  or small paw print. Then they point  to each animal and say if it’s big or small.					Hello (echo) x2 We’re happy here today Hello (echo) x2 In English class today (Track 53 CD1)
Middle 20 minutes	Craftwork Tell the pupils that they are going to make their own pet shop. Hand out the photocopies and  go over the items in the photocopies, elicit them from the pupils.
End 5 minutes	An activity  to consolidate the language of the lesson. Refer the pupils to the project and the picture. Read the example. Explain that their going to make a project about their pets.
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
·     Create mixed ability pairs for speaking activity. ·     Stronger Students can support weaker Students in pair work			·     through questioning and the redirecting of questioning in feedback activities ·     through observation in pair work ·     through revising a covered material in warm up activity ·     Formative Assessment		·        Cross curricular link with Art and Math ·        Students in pair work learn to be patient and helpful

LESSON:33 Module 4  The Mouse’s Garden				School: A. Karsakbaev secondary school
Date:09,10.01.17				Teacher names: Zholamanova  A. N.
CLASS: 1 «А,Ә,Б,В,Г,Ғ»				Number present:			absent:
Learning objectives(s) that this lesson is contributing to		1.L3 recognize with support common names and names of places recognize the spoken form of a limited range of everyday and classroom words 1.L9  recognize the names of letters of the alphabet 1.S1 make basic personal statements about people, objects and classroom routines 1.S3 pronounce familiar words and expressions intelligibly 1.UE3 use basic adjectives to describe people and things 1.UE11 use there is / there are to make short statements and ask questions 1.UE14  use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days
Aims		Ø To develop listening and reading comprehension skills through a story; Ø To listen to and read a story from England about how a mouse shows gratitude to his friends kkskills
Language focus		v I have got a lot of food! v Give me some food, please!
Target vocabulary		v Concolidation.
Extra materials		v Story cards; v Photocopies of the story cards from the Teacher’s Resource Pack CD-ROM
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
Beginning the lesson 5 -10 minutes	Hello, (echo) How are you? (echo) I’m fine (echo) Thank you (echo) An activity to introduce the topic of the story. Have a class discussion, in L1 if necessary, about food and not having food. Ask the pupils who they would go to if they  needed food. Also ask what friends are for,etc.     Story cards. Use the story cards to present the story Listen and read Play the CD. The pupils listen and follow along in their books. Play the CD again. The pupils repeat, chorally and individually.					Hello (echo) x2 We’re happy here today Hello (echo) x2 In English class today (Track 56 CD1)
Middle 20 minutes	Story cards 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.
End 5 minutes	An activity  to consolidate the language of the lesson. Have sheets of coloured construction paper ready.
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
·     Create mixed ability pairs for speaking activity. ·     Stronger Students can support weaker Students in pair work			·     through questioning and the redirecting of questioning in feedback activities ·     through observation in pair work ·     through revising a covered material in warm up activity ·     Formative Assessment		·        Cross curricular link with Art and Math ·        Students in pair work learn to be patient and helpful

LESSON:34 Module 4 Check point 4				School: A. Karsakbaev secondary school
Date: 11,13.01.17				Teacher names: Zholamanova A.N.
CLASS: 1 «А,Ә,Б,В,Г,Ғ»				Number present:			absent:
Learning objectives(s) that this lesson is contributing to		1.L3 recognize with support common names and names of places recognize the spoken form of a limited range of everyday and classroom words 1.L9  recognize the names of letters of the alphabet 1.S1 make basic personal statements about people, objects and classroom routines 1.S3 pronounce familiar words and expressions intelligibly 1.UE3 use basic adjectives to describe people and things 1.UE11 use there is / there are to make short statements and ask questions 1.UE14  use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days
Aims		Ø To identify pets, wild animals. Ø To know colours and name the animals ; kll kkskills
Language focus		Commands.
Target vocabulary		v Consolidation.
Cross-curricular links		Maths(Ex.1)
Extra materials		v Pictures v Stickers!
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
Beginning the lesson 5 -10 minutes	Hello, (echo) How are you? (echo) I’m fine (echo) Thank you (echo) An activity to introduce the topic of the story. Look at he blackboard  and repeat the pets, wild animals. Say the names of animals and colours					Hello (echo) x2 We’re happy here today Hello (echo) x2 In English class today
Middle 20 minutes	1.     Find the stickers! 2.     Listen  and colour. 3.     Look, read and put a tick or a cross					(Track 57 CD1)
End 5 minutes	My Smiles Report
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
·     Create mixed ability pairs for speaking activity. ·     Stronger Students can support weaker Students in pair work			·     through questioning and the redirecting of questioning in feedback activities ·     through observation in pair work ·     through revising a covered material in warm up activity ·     Formative Assessment		·        Cross curricular link with Art and Math ·        Students in pair work learn to be patient and helpful

LESSON:35 Module 3 Revision				School: A. Karsakbaev secondary school
Date: 16,17.01.17				Teacher names: Zhumanova  G.A.
CLASS: 1 «А,Ә,Б,В,Г,Ғ»				Number present:			absent:
Learning objectives(s) that this lesson is contributing to		1.L3 recognize with support common names and names of places recognize the spoken form of a limited range of everyday and classroom words 1.L9  recognize the names of letters of the alphabet 1.S1 make basic personal statements about people, objects and classroom routines 1.S3 pronounce familiar words and expressions intelligibly 1.UE3 use basic adjectives to describe people and things 1.UE11 use there is / there are to make short statements and ask questions 1.UE14  use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days
Aims		Ø To identify pets, wild animals. Ø To know colours and name the animals ; kll kkskills
Language focus		Commands.
Target vocabulary		v Consolidation.
Cross-curricular links		Maths(Ex.1)
Extra materials		v Pictures v Stickers!
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
Beginning the lesson 5 -10 minutes	Hello, (echo) How are you? (echo) I’m fine (echo) Thank you (echo) An activity to introduce the topic of the story. Look at he blackboard  and repeat the name of animals.  Stickers					Hello (echo) x2 We’re happy here today Hello (echo) x2 In English class today
Middle 20 minutes	4.     Find the stickers! 5.      Commands, toys and colour. 6.     Listen and find, colour, draw and say.					(Track 57CD1)
End 5 minutes	colour, draw and say.
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
·     Create mixed ability pairs for speaking activity. ·     Stronger Students can support weaker Students in pair work			·     through questioning and the redirecting of questioning in feedback activities ·     through observation in pair work ·     through revising a covered material in warm up activity ·     Formative Assessment		·        Cross curricular link with Art and Math ·        Students in pair work learn to be patient and helpful

LESSON:36 Module 5 Food				School: A. Karsakbaev secondary school
Date:18,20.01.17				Teacher names: Zhumanova  G.A.
CLASS: 1 «А,Ә,Б,В,Г,Ғ»				Number present:			absent:
Learning objectives(s) that this lesson is contributing to		1.S3 pronounce basic words and expressions intelligibly, 1.L1 recognize short instructions for basic classroom routines spoken slowly and distinctly, 1.R1 recognize initial letters in names and places
Aims		Ø To talk about food preferences Ø  To know the name’s of food ; kll kkskills
Language focus		v I’ve got some milk for you. v I like milk.Yum! I don’t like milk.Yuk!
Target vocabulary		v Food and drink items: milk, cheese, bananas, juice, eggs, chicken
Differentiated Instruction		v Ex.4.
Thinking Skills		Ø To understand and select visual information
Extra materials		v The My Food! Poster; v Story cutouts from the Activity Book for Ex.4 Extension activity
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
Beginning the lesson 20 minutes	Hello, (echo) How are you? (echo) I’m fine (echo) Thank you (echo) Activities to revise the vocabulary from previous module. 1.Group work (critical thinking) Divide pupils into to small groups. Give them two baskets with pictures. Then  say  them to divide pictures into two groups and put it into two  baskets. Then T ask  a pupil why  they divide it such group Then T say them today’s theme  is “Food” And aim of the lesson is Ø To talk about food preferences Ø  To know the name’s of food					Hello (echo) x2 We’re happy here today Hello (echo) x2 In English class today
Middle 20 minutes	Activities to present and activate the new language  2.     Listen, point and repeat Put up the poster on the board. Point to each item milk, cheese, bananas, juice, eggs, chicken, one  at time, and present them. The pupils repeat, chorally and or individually. Then point to each item in random order. Ask individual pupils to say the word. Ask the rest of the class for verification. Pupil’s book open. Play the CD. The pupils listen, point to the pictures and repeat the word. Play the CD again pausing after each word. The pupils repeat, chorally and or individually. Descriptor: A learner Ø Says topic words Ø milk, cheese, bananas, juice, eggs, chicken Ø Pronounces words and expression clearly 1.     Write. Talk with your friend (individual work) Refer the pupils to the pictures and explain the activity. Point to the first picture and ask What’s this? Elicit: cheese Follow the same procedure for the remaining items. Then explain to the pupils that they have to complete each blank by unscrambling the letters. Allow the pupils some time to complete the activity. Descriptor: A learner Ø To put the letter from the  words on the right form Ø To write correctly the words Sing the I like milk song!  4.Listen and read. Think! Tick Explain the activity. The pupils look at the pictures, T read the dialogue silently and tick the pictures of the food items that appear in the dialogue. Check their  answers. Descriptor: A learner Ø To understand the words and their meaning Ø Find and tick the  words about the text 1.     Pair work Make a short dialogue 1) -I’ve got some milk for you!      - I like milk.Yum! 2) – I’ve got some eggs for you!      - I  don’t like eggs.Yuk!					(Track 01CD2) (Track 02CD2)  (Track 03CD2)
End 5 minutes	An activity to consolidate the language of the lesson
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
·     Create mixed ability pairs for speaking activity. ·     Stronger Students can support weaker Students in pair work			·     through questioning and the redirecting of questioning in feedback activities ·     through observation in pair work ·     through revising a covered material in warm up activity ·     Formative Assessment		·        Cross curricular link with Art and Math ·        Students in pair work learn to be patient and helpful

LESSON:36 Module 5 Food				School: A. Karsakbaev secondary school
Date:18,20.01.17				Teacher names: Zhumanova  G.A.
CLASS: 1 «А,Ә,Б,В,Г,Ғ»				Number present:			absent:
Learning objectives(s) that this lesson is contributing to		1.S3 pronounce basic words and expressions intelligibly, 1.L1 recognize short instructions for basic classroom routines spoken slowly and distinctly, 1.R1 recognize initial letters in names and places
Aims		Ø To talk about food preferences Ø  To know the name’s of food ; kll kkskills
Language focus		v I’ve got some milk for you. v I like milk.Yum! I don’t like milk.Yuk!
Target vocabulary		v Food and drink items: milk, cheese, bananas, juice, eggs, chicken
Differentiated Instruction		v Ex.4.
Thinking Skills		Ø To understand and select visual information
Extra materials		v The My Food! Poster; v Story cutouts from the Activity Book for Ex.4 Extension activity
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
Beginning the lesson 20 minutes	Hello, (echo) How are you? (echo) I’m fine (echo) Thank you (echo) Activities to revise the vocabulary from previous module. 1.Group work (critical thinking) Divide pupils into to small groups. Give them two baskets with pictures. Then  say  them to divide pictures into two groups and put it into two  baskets. Then T ask  a pupil why  they divide it such group Then T say them today’s theme  is “Food” And aim of the lesson is Ø To talk about food preferences Ø  To know the name’s of food					Hello (echo) x2 We’re happy here today Hello (echo) x2 In English class today
Middle 20 minutes	Activities to present and activate the new language  3.     Listen, point and repeat Put up the poster on the board. Point to each item milk, cheese, bananas, juice, eggs, chicken, one  at time, and present them. The pupils repeat, chorally and or individually. Then point to each item in random order. Ask individual pupils to say the word. Ask the rest of the class for verification. Pupil’s book open. Play the CD. The pupils listen, point to the pictures and repeat the word. Play the CD again pausing after each word. The pupils repeat, chorally and or individually. Descriptor: A learner Ø Says topic words Ø milk, cheese, bananas, juice, eggs, chicken Ø Pronounces words and expression clearly 2.     Write. Talk with your friend (individual work) Refer the pupils to the pictures and explain the activity. Point to the first picture and ask What’s this? Elicit: cheese Follow the same procedure for the remaining items. Then explain to the pupils that they have to complete each blank by unscrambling the letters. Allow the pupils some time to complete the activity. Descriptor: A learner Ø To put the letter from the  words on the right form Ø To write correctly the words Sing the I like milk song!  4.Listen and read. Think! Tick Explain the activity. The pupils look at the pictures, T read the dialogue silently and tick the pictures of the food items that appear in the dialogue. Check their  answers. Descriptor: A learner Ø To understand the words and their meaning Ø Find and tick the  words about the text 2.     Pair work Make a short dialogue 1) -I’ve got some milk for you!      - I like milk.Yum! 2) – I’ve got some eggs for you!      - I  don’t like eggs.Yuk!					(Track 01CD2) (Track 02CD2)  (Track 03CD2)
End 5 minutes	An activity to consolidate the language of the lesson
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
·     Create mixed ability pairs for speaking activity. ·     Stronger Students can support weaker Students in pair work			·     through questioning and the redirecting of questioning in feedback activities ·     through observation in pair work ·     through revising a covered material in warm up activity ·     Formative Assessment		·        Cross curricular link with Art and Math ·        Students in pair work learn to be patient and helpful

LESSON:37 Module 5 Fruit and vegatables				School: A. Karsakbaev secondary school
Date:23.24.01.17				Teacher names: Zhumanova.G.N
CLASS: 1 «А,Ә,Б,В,Г,Ғ»				Number present:			absent:
Learning objectives(s) that this lesson is contributing to		1.S3 pronounce basic words and expressions intelligibly, 1.L1 recognize short instructions for basic classroom routines spoken slowly and distinctly, 1.R1 recognize initial letters in names and places
Aims		Ø To identify fruit and vegetables Ø To know the name’s of fruit and vegetables ; kll kkskills
Language focus		v What’s in your basket? v Apples!
Target vocabulary		v Fruit: apples,pears, tomatoes v Vegetables: carrots, onions,pepper, tomatoes
Differentiated Instruction		v Ex.8
Thinking Skills		Ø To identify and recall visual information Ø To combine ideas to form a new whole
Extra materials		v The My Food! Poster; v Story cutouts from the Activity Book for Ex.4 Extension activity
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
Beginning the lesson 20 minutes	Hello, (echo) How are you? (echo) I’m fine (echo) Thank you (echo) Activities to revise the vocabulary from previous module. 1.Group work (critical thinking) Divide pupils into to small groups. Give them two baskets with pictures. Then  say  them to divide pictures into two groups and put it into two  baskets. Then T ask  a pupil why  they divide it such group Then T say them today’s theme  is “fruit and vegetables” And aim of the lesson is Ø To identify fruit and vegetables Ø To know the name’s of fruit and vegetables					Hello (echo) x2 We’re happy here today Hello (echo) x2 In English class today
Middle 20 minutes	Activities to present and activate the new language  4.     Listen, point and repeat Put up the poster on the board. Point to each item Fruit: apples,pears, tomatoes    Vegetables: carrots, onions,pepper, tomatoes one  at time, and present them. The pupils repeat, chorally and or individually. Then point to each item in random order. Ask individual pupils to say the word. Ask the rest of the class for verification. Pupil’s book open. Play the CD. The pupils listen, point to the pictures and repeat the word. Play the CD again pausing after each word. The pupils repeat, chorally and or individually. Descriptor: A learner Ø Says topic words Ø carrots, onions,pepper, tomatoes Ø Pronounces words and expression clearly 3.     Write. Talk with your friend (individual work) Refer the pupils to the pictures and explain the activity. Point to the first picture and ask What’s in your basket?  Apples Follow the same procedure for the remaining items. Then explain to the pupils that they have to complete each blank by unscrambling the letters. Allow the pupils some time to complete the activity. Descriptor: A learner Ø To put the letter from the  words on the right form Ø To write correctly the words Sing the What’s in your basket song  4.Listen and read. Think! Tick Explain the activity. The pupils look at the pictures, T read the dialogue silently and tick the pictures of the food items that appear in the dialogue. Check their  answers. Descriptor: A learner Ø To understand the words and their meaning Ø Find and tick the  words about the text 3.     Pair work					(Track 04CD2) (Track 05CD2)  (Track 06CD2)
End 5 minutes	An activity to consolidate the language of the lesson
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
·     Create mixed ability pairs for speaking activity. ·     Stronger Students can support weaker Students in pair work			·     through questioning and the redirecting of questioning in feedback activities ·     through observation in pair work ·     through revising a covered material in warm up activity ·     Formative Assessment		·        Cross curricular link with Art and Math ·        Students in pair work learn to be patient and helpful

Module 5 Fruit and vegetables				School: A. Karsakbaev secondary school
Date:10.02.2017				Teacher names: Zhumanova.G.А.
CLASS: 1 «B»				Number present: 12			absent:0
Learning objectives(s) that this lesson is contributing to		1.S3 pronounce basic words and expressions intelligibly, 1.L1 recognize short instructions for basic classroom routines spoken slowly and distinctly, 1.R1 recognize initial letters in names and places
Aims		Ø To identify fruit and vegetables Ø To know the name’s of fruit and vegetables Ø To understand the difference between fruit and vegetables ; kll kkskills
Language focus		v What’s in your basket? v Apples!
Target vocabulary		v Fruit: apples, pears, oranges, bananas v Vegetables: carrots, onions, pepper, tomatoes
Differentiated Instruction		v Ex.2
Thinking Skills		Ø To identify and recall visual information Ø To combine ideas to form a new whole
Extra materials		v The My Food! Poster; v Story cutouts  from the Activity Book for Ex.4 Extension activity
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
Beginning the lesson 20 minutes	Hello, (echo) How are you? (echo) I’m fine (echo) Thank you (echo) - Sit down, pupils! I want to check up your home task, that’s why you must work with computers.  Let’s work with  computers. Let’s do the test. There are 5 questions. If you have 5 points you will get green cards, if you have 4 points, you will get yellow cards, if you have 3 and less points you will get red cards. -How many points have you got? I’ll give you green cards. (Very good! Excellent! Good!) Activities to revise the vocabulary from previous module. Do the test on the computer. 1.Group work (critical thinking) Divide pupils into to small groups. Give them two baskets with fruit and vegetables. Then  say  them to divide them into two groups and put it into two  baskets. Then T ask  a pupil why  they divide it such group Then T say them today’s theme  is “fruit and vegetables” And aim of the lesson is Ø To identify fruit and vegetables Ø To know the name’s of fruit and vegetables Ø It gives to us many vitamins, we take it to be healthy Ø To understand the difference between fruit and vegetables					Hello (echo) x2 We’re happy here today Hello (echo) x2 In English class today
Middle 20 minutes	Activities to present and activate the new language  2. Listen, point and repeat Put up the poster on the board. Point to each item     Fruit: apples, pears, oranges, bananas Vegetables: carrots, onions, pepper, tomatoes one  at time, and present them. The pupils repeat, chorally and or individually. Then point to each item in random order. Ask individual pupils to say the word. Ask the rest of the class for verification. Pupil’s book open. Play the CD. The pupils listen, point to the pictures and repeat the word. Play the CD again pausing after each word. The pupils repeat, chorally and or individually. Answer the question What is it? (individual work) Descriptor: A learner Ø Says topic words Ø Pronounces words and expression clearly Sing the What’s in your basket! 3. Match the words with pictures Pupils find the names of the pictures To check up from the board. 4.Writing. Fruit or vegetables Work with book. Look at the pictures and tick  fruit or vegetables Descriptor: A learner Ø To understand the words and their meaning Ø Find and tick the  words about the task					(Track 4CD2) (Track 05CD2)
End 5 minutes	An activity to consolidate the language of the lesson
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
·     Create mixed ability pairs for speaking activity. ·     Stronger Students can support weaker Students in pair work			·     through questioning and the redirecting of questioning in feedback activities ·     through observation in pair work ·     through revising a covered material in warm up activity ·     Formative Assessment		·        Cross curricular link with Art and Math ·        Students in pair work learn to be patient and helpful

LESSON:38 Module 5 Drink items				School: A. Karsakbaev secondary school
Date:25.27.01.17				Teacher names: Zhumanova.G.A.
CLASS: 1 «А,Ә,Б,В,Г,Ғ»				Number present:			absent:
Learning objectives(s) that this lesson is contributing to		1.S3 pronounce basic words and expressions intelligibly, 1.L1 recognize short instructions for basic classroom routines spoken slowly and distinctly, 1.R1 recognize initial letters in names and places
Aims		Ø To consolidate food and drink items ; kll kkskills
Language focus		v I’m hungry.Can I have some chicken? v I’m thirsty.Can I have some juice?
Target vocabulary		v Hungry, thirsty
Differentiated Instruction		v Ex.10
Thinking Skills		Ø To identify and recall visual information Ø To combine ideas to form a new whole
Extra materials		v The My Food! Poster; v Story cutouts from the Activity Book for Ex.4 Extension activity
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
Beginning the lesson 20 minutes	Hello, (echo) How are you? (echo) I’m fine (echo) Thank you (echo) Activities to revise the vocabulary from previous module. 1.Group work (critical thinking) Divide pupils into to small groups. Give them two baskets with pictures. Then  say  them to divide pictures into two groups and put it into two  baskets. Then T ask  a pupil why  they divide it such group Then T say them today’s theme  is “Drink” And aim of the lesson is Ø To identify fruit and vegetables Ø To know the name’s of fruit and vegetables					Hello (echo) x2 We’re happy here today Hello (echo) x2 In English class today
Middle 20 minutes	Activities to present and activate the new language  2.Listen, point and repeat Put up the poster on the board. Point to each item Fruit: apples,pears, tomatoes    Vegetables: carrots, onions,pepper, tomatoes one  at time, and present them. The pupils repeat, chorally and or individually. Then point to each item in random order. Ask individual pupils to say the word. Ask the rest of the class for verification. Pupil’s book open. Play the CD. The pupils listen, point to the pictures and repeat the word. Play the CD again pausing after each word. The pupils repeat, chorally and or individually. Descriptor: A learner Ø Says topic words Ø carrots, onions,pepper, tomatoes Ø Pronounces words and expression clearly 3.     Listen and read Set the scene by asking the pupils questions about what they can see in the pictures. Play the CD and ask the pupils to listen and follow along in their books. Sing the I’m hungry song 4.     Listen and circle. Think! Tick Point to the pictures and elicit the food items. The pupils listen and circle the pictures. Descriptor: A learner Ø To understand the words and their meaning Ø Find and tick the  words about the text					(Track 07CD2) (Track 08CD2)  (Track 09CD2)
End 5 minutes	An activity to consolidate the language of the lesson
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
·     Create mixed ability pairs for speaking activity. ·     Stronger Students can support weaker Students in pair work			·     through questioning and the redirecting of questioning in feedback activities ·     through observation in pair work ·     through revising a covered material in warm up activity ·     Formative Assessment		·        Cross curricular link with Art and Math ·        Students in pair work learn to be patient and helpful

LESSON:39 Module 5 Let’s play 1				School: A. Karsakbaev secondary school
Date:30, 31.01.17				Teacher names: Zhumanova.G.A.
CLASS: 1 «А,Ә,Б,В,Г,Ғ»				Number present:			absent:
Learning objectives(s) that this lesson is contributing to		1.S3 pronounce basic words and expressions intelligibly, 1.L1 recognize short instructions for basic classroom routines spoken slowly and distinctly, 1.R1 recognize initial letters in names and places
Aims		Ø To consolidate the language of the module; Ø To develop fine motor  skills through craftwork; Ø To produce a project about food ; kll kkskills
Language focus		v Consolidation
Cross curricular links		v Art (craftwork)
Target vocabulary		v Consolidation
Extra materials		v Photocopies of the lunch box and the food templates for  each pupil from the Teacher’s Resource Pack CD-ROM, scissors and colored pencil for the Craftwork activity; v Plasticine for each pupil for the Ending the Lesson activity v Formative Assessment  worksheet for Module 5 one
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
Beginning the lesson 20 minutes	Hello, (echo) How are you? (echo) I’m fine (echo) Thank you (echo) Activities to revise the vocabulary from previous module. 1.Practice. Put a tickor a cross					Hello (echo) x2 We’re happy here today Hello (echo) x2 In English class today
Middle 20 minutes	2.Craftwork   Put up the poster on the board. Point to each item Fruit: apples,pears, tomatoes    Vegetables: carrots, onions,pepper, tomatoes one  at time, and present them. The pupils repeat, chorally and or individually. Then point to each item in random order. Ask individual pupils to say the word. Ask the rest of the class for verification. Pupil’s book open. Play the CD. The pupils listen, point to the pictures and repeat the word. Play the CD again pausing after each word. The pupils repeat, chorally and or individually. 3.     Project time Sing the I’m hungry song
End 5 minutes	An activity to consolidate the language of the lesson
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
·     Create mixed ability pairs for speaking activity. ·     Stronger Students can support weaker Students in pair work			·     through questioning and the redirecting of questioning in feedback activities ·     through observation in pair work ·     through revising a covered material in warm up activity ·     Formative Assessment		·        Cross curricular link with Art and Math ·        Students in pair work learn to be patient and helpful

LESSON:40 Module 5 Food from the USA,Kazakhstan and Turkey 1				School: A. Karsakbaev secondary school
Date:08,10.02.17				Teacher names: Zholamanova. A.
CLASS: 1 «А,Ә,Б,В,Г,Ғ»				Number present:			absent:
Learning objectives(s) that this lesson is contributing to		1.S3 pronounce basic words and expressions intelligibly, 1.L1 recognize short instructions for basic classroom routines spoken slowly and distinctly, 1.R1 recognize initial letters in names and places
Aims		Ø To learn about food from the USA, Kazakhstan and Turkey Ø To explore other subject areas (science) Ø To understand the difference between fruit and vegetables ; kll kkskills
Language focus		v Consolidation
Cross curricular links		v Art (craftwork)
Target vocabulary		v Consolidation
Extra materials		v Photocopies of the lunch box and the food templates for  each pupil from the Teacher’s Resource Pack CD-ROM, scissors and colored pencil for the Craftwork activity; v Plasticine for each pupil for the Ending the Lesson activity v Formative Assessment  worksheet for Module 5 one
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
Beginning the lesson 20 minutes	Hello, (echo) How are you? (echo) I’m fine (echo) Thank you (echo) - Sit down, pupils! I want to check up your home task, that’s why you must work with computers.  Let’s work with  computers. Let’s do the test. There are 5 questions. If you have 5 points you will get green cards, if you have 4 points, you will get yellow cards, if you have 3 and less points you will get red cards. -How many points have you got? I’ll give you green cards. (Very good! Excellent! Good!) Activities to revise the vocabulary from previous module. 1.Group work (critical thinking) Divide pupils into to small groups. Give them two baskets with fruit and vegetables. Then  say  them to divide them into two groups and put it into two  baskets. Then T ask  a pupil why  they divide it such group Then T say them today’s theme  is “fruit and vegetables” And aim of the lesson is Ø To learn about food from the USA, Kazakhstan and Turkey Ø To explore other subject areas (science) Ø To understand the difference between fruit and vegetables					Hello (echo) x2 We’re happy here today Hello (echo) x2 In English class today
Middle 20 minutes	Activities to present and activate the new language  2. Listen, point and repeat Put up the poster on the board. Point to each item Food: burgers,beshbarmak, Borek     Fruit: apples, pears, oranges, bananas Vegetables: carrots, onions, pepper, tomatoes one  at time, and present them. The pupils repeat, chorally and or individually. Then point to each item in random order. Ask individual pupils to say the word. Ask the rest of the class for verification. Pupil’s book open. Play the CD. The pupils listen, point to the pictures and repeat the word. Play the CD again pausing after each word. The pupils repeat, chorally and or individually. Answer the question What is it? (individual work) Descriptor: A learner Ø Says topic words Ø Pronounces words and expression clearly Sing a song. What’s in your basket? 3. Speaking.  Talk with your friend (pair work) Refer the pupils to the pictures and explain the activity. Point to the first picture and ask What is your favourite food? My favourite food is burgers. Yum!         No, I don’t like it! Descriptor: A learner Ø Says topic words Ø Understand the questions Ø Pronounces words and expression clearly 4. Writing. Fruit or vegetables Work with book. Look at the pictures and tick  fruit or vegetables Descriptor: A learner Ø To understand the words and their meaning Ø Find and tick the  words about the task
End 5 minutes	An activity to consolidate the language of the lesson
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
·     Create mixed ability pairs for speaking activity. ·     Stronger Students can support weaker Students in pair work			·     through questioning and the redirecting of questioning in feedback activities ·     through observation in pair work ·     through revising a covered material in warm up activity ·     Formative Assessment		·        Cross curricular link with Art and Math ·        Students in pair work learn to be patient and helpful

LESSON:41 Module 5  The fox and stork				School: A. Karsakbaev secondary school
Date:13,14.02.2017				Teacher names: Zhumanova  G. A.
CLASS: 1 «А,Ә,Б,В,Г,Ғ»				Number present:			absent:
Learning objectives(s) that this lesson is contributing to		1.S3 pronounce basic words and expressions intelligibly, 1.L1 recognize short instructions for basic classroom routines spoken slowly and distinctly, 1.R1 recognize initial letters in names and places
Aims		Ø To develop listening and reading comprehension skills through a story; Ø To listen to and read a story from Greece about how a selfish act can backfire on you kkskills
Language focus		v Come to my house! v I’ve got some milk for you
Target vocabulary		v Concolidation.
Extra materials		v Story cards; v Photocopies of the story cards from the Teacher’s Resource Pack CD-ROM
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
Beginning the lesson 5 -10 minutes	Hello, (echo) How are you? (echo) I’m fine (echo) Thank you (echo) An activity to introduce the topic of the story. Have a class discussion, in L1 if necessary, about friendship. Ask the pupils if a friend has ever treated them badly and how they felt.  Ask the pupils how we should react when someone treats us badly.     Story cards. Use the story cards to present the story Listen and read Play the CD. The pupils listen and follow along in their books. Play the CD again. The pupils repeat, chorally and individually.					Hello (echo) x2 We’re happy here today Hello (echo) x2 In English class today (Track 12 CD2)
Middle 20 minutes	Story cards 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.
End 5 minutes	An activity  to consolidate the language of the lesson. Tell the pupils to   choose their favourite character from the story and make a drawing of him/her.Allow the pupils some time to finish their drawings.
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
·     Create mixed ability pairs for speaking activity. ·     Stronger Students can support weaker Students in pair work			·     through questioning and the redirecting of questioning in feedback activities ·     through observation in pair work ·     through revising a covered material in warm up activity ·     Formative Assessment		·        Cross curricular link with Art and Math ·        Students in pair work learn to be patient and helpful

LESSON:42 Module 2 Check point 5				School: A. Karsakbaev secondary school
Date: 15.17.02.16				Teacher names: Zholamanova  A.
CLASS: 1 «А,Ә,Б,В,Г,Ғ»				Number present:			absent:
Learning objectives(s) that this lesson is contributing to		1.L1  pronounce basic words and expressions intelligibly, 1.L1 recognize short instructions for basic classroom routines spoken slowly and distinctly, 1.R1 recognize initial letters in names and places
Aims		Ø To identify fruit and vegetables Ø To use the colours ; kll kkskills
Language focus		Foods
Target vocabulary		v Consolidation.
Cross-curricular links		Art
Extra materials		v Pictures v Stickers!
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
Beginning the lesson 5 -10 minutes	Hello, (echo) How are you? (echo) I’m fine (echo) Thank you (echo) An activity to introduce the topic of the story. Write a number on the board,e.g.six.Ask the pupils  to tell you different ways to count to six. For example, two and four is six.Can they think of other ways? Story cards Use the story cards to present the story.					Hello (echo) x2 We’re happy here today Hello (echo) x2 In English class today
Middle 20 minutes	Find the stickers! Listen and draw Look and find! Read and draw!
End 5 minutes	Tell the pupils you are going to play a game.
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
·        Create mixed ability pairs for speaking activity. ·        Stronger Students can support weaker Students in pair work			·        through questioning and the redirecting of questioning in feedback activities ·        through observation in pair work ·        through revising a covered material in warm up activity ·        Formative Assessment		·        Cross curricular link with Art and Math ·        Students in pair work learn to be patient and helpful

LESSON:43 Module 5 Revision				School: A. Karsakbaev secondary school
Date: 20,21.02.17				Teacher names: Zhumanova  G.A.
CLASS: 1 «А,Ә,Б,В,Г,Ғ»				Number present:			absent:
Learning objectives(s) that this lesson is contributing to		1.S3 pronounce basic words and expressions intelligibly, 1.L1 recognize short instructions for basic classroom routines spoken slowly and distinctly, 1.R1 recognize initial letters in names and places
Aims		Ø To identify fruit and vegetables Ø To use the colours ; kll kkskills
Language focus		Commands.
Target vocabulary		v Consolidation.
Cross-curricular links		Maths(Ex.1)
Extra materials		v Pictures v Stickers!
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
Beginning the lesson 5 -10 minutes	Hello, (echo) How are you? (echo) I’m fine (echo) Thank you (echo) An activity to introduce the topic of the story. Write a number on the board,e.g.six.Ask the pupils  to tell you different ways to count to six. For example, two and four is six.Can they think of other ways? Story cards Use the story cards to present the story.					Hello (echo) x2 We’re happy here today Hello (echo) x2 In English class today
Middle 20 minutes	Find the stickers! Listen and draw Look and find! Read and draw!					(Track 12 CD2)
End 5 minutes	Tell the pupils you are going to play a game.
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
·     Create mixed ability pairs for speaking activity. ·     Stronger Students can support weaker Students in pair work			·     through questioning and the redirecting of questioning in feedback activities ·     through observation in pair work ·     through revising a covered material in warm up activity ·     Formative Assessment		·        Cross curricular link with Art and Math ·        Students in pair work learn to be patient and helpful

LESSON:44 Module 6 My Music				School: A. Karsakbaev secondary school
Date: 22,24.02.17				Teacher names: Zhumanova  G.A.
CLASS: 1 «А,Ә,Б,В,Г,Ғ»				Number present:			absent:
Learning objectives(s) that this lesson is contributing to		1.S3 pronounce basic words and expressions intelligibly, 1.L4 recognise basic Intonation distinguishing questions from statements,  1.UE5 use interrogative pronouns what, where, how to ask basic questions, 1.S1 make basic personal statements and simple statements about objects, 1.L1 recognise short instructions for basic classroom routines spoken slowly and distinctly
Aims		Ø To identify musical instruments; to ask about ability ; kll kkskills
Language focus		·        I can play the drum ·        I can play the trumpet! Listen!
Target vocabulary		v Consolidation.
Cross-curricular links		Music
Extra materials		v Pictures v Stickers!
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
Beginning the lesson 5 -10 minutes	Hello, (echo) How are you? (echo) I’m fine (echo) Thank you (echo) An activity to introduce the topic of the story. Activities to present and activate the new language. Put up the My Music! Poster on the board. Point to each musical instrument, on at a time, and present them. The pupils repeat, chorally and individually Story cards Use the story cards to present the story.					Hello (echo) x2 We’re happy here today Hello (echo) x2 In English class today
Middle 20 minutes	Colour. Write. Say and do! Sing I can play…song. Ex 3 listen and read! Ex 4 Circle.					(Track 14 CD2) (Track 15 CD2) (Track 16 CD2)
End 5 minutes	Ask a pupil to mime playing a musical instrument.
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
·     Create mixed ability pairs for speaking activity. ·     Stronger Students can support weaker Students in pair work			·     through questioning and the redirecting of questioning in feedback activities ·     through observation in pair work ·     through revising a covered material in warm up activity ·     Formative Assessment		·        Cross curricular link with Art and Math ·        Students in pair work learn to be patient and helpful