Відділ освіти, сім’ї, молоді та спорту Гусятинської

райдержадміністрації
Навчально-виховний комплекс
«Загальноосвітня школа І-ІІІ ст.№1-гімназія»
м.Копичинці

Конспекти уроків з англійської мови

в 1 класі
(за підручником Quick Minds)
Introduction

вчитель англійської мови

Швед М.І.
Theme: Hello!

Objectives: to present the common greetings and saying goodbye;

to practise the common greetings and saying goodbye in the form of a song;
to develop learners’ pronunciation and speaking skills.

Learning outcomes:
By the end of the lesson the learners will be able to:
greet each other and say goodbye;
respond to greetings and goodbyes

Equipment: textbooks, CD, pictures, paper hands with words “Hello”, “Bye”.

Stages of the lesson Teaching procedures Learner activities Interaction

and timing and teacher’s language and language

Warmer 1. Teacher plays the Singing Whole class

“Hello!” song to
introduce the lesson.
2. Teacher encourages the Speaking
children to join in with
Hello!
the words and to mime
the actions as they sing. Hi!
3. Teacher greets the class Bye!
by saying “Hello!” and
waving to pupils. Goodbye!
Learners respond saying
“Hi!” or “Hello”.

Presentation activity 1. Teacher introduces the Listening Whole class

vocabulary for this lesson
using flashcards. Holding Speaking
them up one at a time the
teacher says: Hello! Hi!
Bye! Goodbye!
The pupils repeat in
chorus.

3. Teacher asks each pupil

to stand up in turn and
says Hello! and they
shake hands. Each pupil
responds to the teacher in
turn saying “Hi!” and
shaking hands.

3. Teacher says
 “Goodbye” to each pupil
and waves his hand. Each
pupil responds.

Consolidation activity 1. Teacher plays the Listening Whole class

recording for children to
listen to the chant “Hello! Speaking
What’s your name?”
2. Teacher puts the
learners into pairs and
tells them to greet each
other saying “Hello!” or
“Hi!” and shake hands.
Then he tells them to say
“Goodbye!” or “Bye!” “Hello!” Pair work
and wave each other. “Hi!”
3. Teacher instructs “Bye!”
learners to start and
continue until the stop “Goodbye!”
signal is given.
4. Teacher monitors the
activity.
5. Teacher changes the
learners’ roles and gives
instruction to continue.

Closing activity 1. Teacher asks the pupil Whole class

to go out of the class
saying “Goodbye” and
come back saying
“Hello”.
2. Teacher repeats with
other pupils.
3. Teacher says “It is time
to finish. Good bye.”
4. Class stands up and
says “Goodbye”.
Theme: Characters

Objectives: to present the characters’ names;

to teach learners recognize words for names while listening;
to make pupils love English.
Learning outcomes:
By the end of the lesson the learners will be able to:
identify and name the characters;
greet each other and say their names to introduce themselves.

Equipment: CD, numbers, flashcards with characters.

Stages of the lesson Teaching procedures Learner activities
and timing and teacher’s language and language Interaction
Warmer 1. Teacher introduces the Singing Whole class
5 mins lesson with “Hello! “ and
waves his hand.
Speaking
2. Teacher takes a puppet Hello!
of a toy. He presents a toy Hi!
by saying “Hello” I’m
Katy!”.

3. The teacher encourages

pupils to respond “Hi!” or
“Hello!”.

4. The teacher walks

around the class, holding
his toy and says to
individual pupils in turn.

5. The pupils respond.

Presentation activity 1. Teacher introduces the Listening Whole class

names of characters for Speaking
this lesson using
flashcards.

2. He sticks the flashcards

on the board face down.
He turns each flashcard, Names
points to the character and Thunder
says the name Whisper
3. Teacher plays the Misty
recording and points Flash
pupils point to the
characters when they hear
their names .

4. Teacher plays the

recording again and
points to the characters in
turn. Pupils say the
names.
Consolidation activity 1. Teacher points to the Whole class
picture of the character Listening
and asks “Is it Speaking
Whisper?” Pupils say
“Yes” or “No”

2. Teacher puts the

learners into pairs. He
tells Pupil A to ask “Is it Pair work
Whisper?” and Pupils B Is is Whisper?
has to answers. Is it Misty?

5. Teacher monitors the

activity.

6. Teacher changes the

learners’ roles and gives
instruction to continue.

Closing activity 1. Teacher sticks the Whole class

flashcard of Thunder on
board.

2. The teacher says

“Hello, Thunder” and
encourages pupils do the
same.

2. Teacher takes the

flashcard off the board
and says “Goodbye,
Thunder” and wave.

4. Teacher repeats the

same with other
characters and encourages
pupils to say hello and
goodbye to characters.

5.Teacher says “It is time

to finish. Good bye.”

6. Class stands up and

says “Goodbye”.
Theme: Instructions

Objectives: to introduce the common classroom instructions;

to respond to the instructions in the form of a chant;
to develop learners’ pronunciation and speaking skills.

Learning outcomes:
By the end of the lesson the learners will be able to:
give classroom instructions;
do the actions according to the classroom instructions.

Equipment: textbooks, CD, pictures, paper hands with words “Hello”, “Bye”

Stages of the lesson Teaching procedures Learner activities Interaction

and timing and teacher’s language and language
Warmer 1. Teacher plays the Singing Whole class
“Hello!” song to
introduce the lesson.

2. Teacher encourages the

children to join in with Speaking
the words and to mime Hello!
the actions as they sing. Bye!
Goodbye!
3. Teacher greets the class
by saying “Hello!”.
Learners respond “Hi”.
Presentation activity 1. Teacher introduces the Listening Whole class
vocabulary for this lesson Speaking
with a chant “Stand Up!
Stand Up!” and responds
to instructions with
movements.

2.Teacher plays the

recording for the children
to listen to the chant Stand Up!
twice. Sit down!
Listen!
3. Teacher gives Hello!
instructions to the pupils. Sing!
The pupils respond with
movements.

4. Teacher divides the

classroom into 3 groups.

5. Each group takes turn

giving and responding to
the instructions.

Consolidation activity 1. Teacher says “Let’s Listening Whole class

play the game Misty Speaking
 says…”

2. Teacher says the

children to stand at their
desks and explains that
she is going to give
instructions. If the Stand Up!
instruction begins with Sit down!
the words Misty says…, Listen!
children must do as Hello!
teacher asks. If not, they Sing!
should stand still and wait
for the next instruction.

3. Teacher puts the

learners into pairs and
tells instructions to each
other.
Pair work
4. Teacher monitors the
activity.

5. Teacher changes the

learners’ roles and gives
instruction to continue.
Closing activity 1. Teacher mimes the Whole class
instructions in front of the
class.

2. Teacher encourages
class to guess what
classroom instructions she
is miming.

3. Class answers.

4. Teacher says “It is time

to finish. Good bye.”

5. Class stands up and

says “Goodbye”.
Theme: Colours

Objectives: to present four basic colours and their pronunciation;

to practice four colours in the form of a chant;
to develop learners’ pronunciation and speaking skills.

Learning outcomes:
By the end of the lesson the learners will be able to:
name the colours according to the pictures;
describe the colours of different objects.

Equipment: textbooks, CD, pictures, coloured pencils, coloured chalk.

Stages of the Teaching procedures and Learner Interaction

lesson and teacher’s language activities and
timing language
Warmer 1. Teacher says to pupils Singing Whole class
“Please, stand up!”!” to
introduce the lesson.
Please, stand up!
2. He mimes the actions and Please, sit down!
encourages the children to Sing!
do the same. Say “Hello!”

3. Teacher greets the class

by saying “Hello!

Presentation 1. Teacher introduces the Listening Whole class

activity vocabulary for this lesson Speaking
with a song “Red, yellow,
green, blue”, using crayons.

2. The teacher holds

crayons up one at a time the
teacher says: Colours
It’s green. Green, red,
It’s red. yellow, blue
It’s yellow.
It’s blue.

3. The pupils repeat after

the teacher.

4. Teacher changes his role

and just holds up a crayon
while the pupils name the
colour.

Consolidation 1. Teacher plays the Listening Whole class

activity recording for children. They Speaking
point to the colours as they
hear them.
 2. Teacher asks one pupil to
say a colour. Then he raises
the appropriate coloured
pencil. He does the same
with other volunteer pupils.

3. Teacher divides the class Pair work

into pairs. Pupil A says the
colour and student B raises
the pencil with appropriate
colour.

4. Teacher monitors the

activity.

5. Teacher changes the

learners’ roles and gives
instruction to continue.
Closing 1. Teacher invites the Whole class
activity volunteering pupil to the
board with coloured chalk.

2. The teacher gives the

instruction to draw a line
with the colour he hears.

3. The pupils say the

colours one by one and the
pupil at the board draws the
lines with appropriate
coloured chalk.

3. Class answers.

4. Teacher says “It is time

to finish. Good bye.”

5. Class stands up and says

“Goodbye”.
Theme: Numbers

Objectives: to present and practise numbers 1-5 and practice their pronunciation;
to use the numbers 1-5 in the context of a chant;
to teach learners recognize words for numbers while listening;
to make pupils love English.
Learning outcomes:
By the end of the lesson the learners will be able to:
name the numbers 1-5;
start counting the objects around them from 1-5
label the picture according to the number.

Equipment: textbooks, CD, flashcards with numbers.

Stages of the Teaching procedures Learner activities
lesson and and teacher’s language and language Interaction
timing
Warmer 1. Teacher starts the Singing Whole class
lesson with a chant Speaking
“Stand Up! Sit down!”
to introduce the lesson.

2. The pupils repeat the

instructions and
movements.

3. Teacher greets the

class by saying
“Hello.”. Learners
respond “Hi!”.
Presentation 1. Teacher introduces Listening Whole class
activity the vocabulary for this Speaking
lesson using flashcards
with numbers. Holding
them up one at a time
the teacher says:
One, two ,three, four
five Numbers
one
2. Teacher plays the two
recording and points to three
numbers 1-5 as hears four
the words. Children five
repeat the numbers after
teacher and show the
numbers with their
fingers.

3. Teacher asks the

pupils “How many
fingers?”. Teacher
demonstrates each
finger in turn and
counts: one, two, three,
four, five.
 4. Pupils show their
fingers. Teacher starts
counting to his fingers
again. Pupils repeat.

Consolidation 1. Teacher plays the Listening Whole class

activity recording for children?” Speaking
Pupils listen and show
the correct number of
fingers. Numbers
One, two, three, four,
2. Pupils listen again. five
Teacher pauses after
each number and waits
until pupils repeat.

3.Teacher writes
numbers 1-5 on the
board. He asks a
volunteering pupil
points to number 1. The “How many apples?”
volunteering pupil “How many pencils?”
points to number one.

4. Teacher repeats with

other numbers and other Pair work
volunteering pupils.

5. Teacher asks pupils to

work in pairs. Pupil A
writes numbers in their
notebooks and says
numbers in random
order. Pupil B points to
the numbers

6. Teacher changes the

learners’ roles.
Closing activity 1. Teacher puts the Whole class
numbers 1-5 on the
board.

2. Teacher encourages
class to count from 1 to
5 and from 5 to 1.

4. Teacher says “It is

time to finish. Good
bye.”

5. Class stands up and

says “Goodbye”.
Theme: What’s your name?

Objectives: to revise common greetings;

to practise asking and answering the question What’s your name?;
to develop learners’ pronunciation and speaking skills.

Learning outcomes:
By the end of the lesson the learners will be able to:
name the characters according to the pictures;
ask and answer the question “What’s your name?”.

Equipment: CD, pictures, paper hands with words “Hello”, “Bye”

Stages of the lesson Teaching procedures Learner activities Interaction

and timing and teacher’s language and language
Warmer 1. Teacher introduces the Speaking Whole class
5 mins lesson using a ball and Hi! What’s your name?
saying “Hi! I’m .. Hi! I’m …
What’s your name?.

2. Teacher throws the

ball to one pupil to
answer “Hello! I’m ..”.

3. Teacher continues the

same with other pupils.
Presentation activity 1. Teacher introduces the Listening Whole class
vocabulary for this Speaking
lesson with a song using
pictures. Holding them
up one at a time the
teacher says:
I’m Whisper.
I’m Thunder. Names
I’m Flash. Whisper, Thunder,
I’m Misty. Flash, Misty

2. Teacher holds up and

points to the picture. He
points to each character
in turn and say the
names Whisper,
Thunder, Flash, Misty.

3. Teacher plays the

recording for the
children to listen to the
chant twice.

4. Teacher says the chant

with the class, pausing
after each line for pupils
 to repeat.

Consolidation 1. Teacher gives the Listening Whole class

activity pupils the instruction to Speaking
draw themselves.

2. They complete the

pictures writing their
names.

3. Teacher invites a
volunteering pupil to
come in front of the
class. Teacher asks
“Hello!“What’s your
name?”. He encourages
a pupil to reply “ Hello! “Hello!What’s your
I’m…”. They shake name?”
hands. “Hello! I’m…”

4. Teacher repeats with a

few other pupils.

5. Teacher asks students

to do the same in pairs.
Pair work
6. Teacher monitors the
activity.

Closing activity 1. Teacher asks all pupils Whole class

to stand up.

2. Pupils take turns

introducing themselves
and shaking hands.

3.Teacher encourages
pupils to say “Hello!” do
different pupils in the
class.

4. Teacher says “It is

time to finish. Good
bye.”

5. Class stands up and

says “Goodbye”.
Introduction

вчитель англійської мови

Журавель О.М.
Theme: Colours in my life
Objectives:
to revise 4 basic colours (red, yellow, green blue)
to present and practise new colours (orange, purple)
to listen and follow through a maze

Learning outcomes:
By the end of the lesson the learners will be able to distinguish and name 6 colours

Equipment: CD, flashcards, textbooks, activity books.

Stages of the Teaching procedures and Learner activities Interaction

lesson and teacher’s language and language
timing
Warmer 1. Teacher plays the song Singing Whole class
5 mins “Hello! How are you?” to
intro-duce the lesson.
2. Teacher encourages the
children to join in with the Speaking
words and to mime the Hello!
actions as they sing. I’m OK.
3. Teacher greets the class I’m good!
by saying “Hello. How are I’m great!
you?” I’m tired!
4. Teacher says to pupils I’m not good!
‘Show me something red’.
Show a red school
object . Encourage pupils to
do the same. Showing objects of
5. Teacher says to pupils different colours.
’Show me something red’
and do not
demonstrate.
6. Teacher gives
instructions using green,
blue and yellow colours.
Presentation 1. Teacher introduces the Listening Whole class
activity vocabulary for this lesson Speaking
using objects of different
colours. Holding them up Pupils repeat colours
one at a time the teacher after the teacher
name the colour for pupils
to repeat in chorus.
2. Teacher holds up and
points to the picture. Point
to each colour in turn and
name green, orange, purple
3. Teacher plays the
recording for the children to
point to the colours when
they hear them
4. Teacher says the
recording with the class.
 Learners repeat after
the recording and
point to the picture.
Consolidation 1.Teacher points to the start Listening and Whole class
activity of a maze and makes sure following the picture.
pupils know where to start.
2.Teacher plays the
recording. And pupils point
to the appropriate picture as
the colours are said.
3.Teacher plays the first
sequence and stop after 2-3
colours in a sequence and
asks pupils Where are you?
Pupils point to the colour in
their Pupil’s Books.
4. Teacher continues
playing the recording and colours
finish the maze.
5 Teacher asks pupils to
open their activity books
and colour the balloons and
say the colours.
6. Teacher divides the class
into pairs. Pupil A in each
pair says the colour. Pupil B
in each pair points to the
correct picture in their
Pupil’s Books. Then they
change roles.
Pair work
Closing activity 1. Teacher says to pupils: Listening Whole class
Green! Stand Up!
Pupils who are
wearing such colours on
their clothes do the action.
2. Teacher does the same
with other colours and
instructions.
3. Teacher says “It is time
to finish. Good bye.”
4. Class stands up and says
“Goodbye”.
Theme: Classroom instructions
Objectives:
to present and practise basic classroom instructions;
to practice imperatives;
to practice saying a chant for pleasure;
to develop learner`s pronunciation and speaking skills

Learning outcomes:
By the end of the lesson the learners will be able to
give and do the instructions

Equipment: CD, textbooks, activity books.

Stages of the Teaching procedures Learner activities and Interaction

lesson and and teacher’s language language
timing
Warmer 1. Teacher plays the song Singing Whole class
5 mins “Hello! How are you?” to
intro-duce the lesson.
2. Teacher encourages the
children to join in with Speaking
the words and to mime Hello!
the actions as they sing. I’m OK.
3. Teacher greets the class I’m good!
by saying “Hello. How I’m great!
are you?” I’m tired!
4. . Teacher says to I’m not good!
pupils: Green! Stand Up!
Pupils who are wearing
such colour on their
clothes do the action. Listening
5. Teacher continues the
game with other colours
till everyone stands
Presentation 1. Teacher demonstrates Listening Whole class
activity the following actions to
the pupils.
2. Teacher gives other
instructions in the same
way: sit down, hands up,
hands down. And repeat
them three or four times.
3.Teacher plays the
recording and pupils look
at the picture in their
Pupil’s Books. Pupils Listening Whole class
point to the pictures when
they hear the
correspondent instructions
and repeat them

Learners repeat after the

recording and point to the
 picture.
Consolidation 1.Teacher plays the Listening and pointing Whole class
activity recording of a song the pictures.
2.Teacher plays the song
once more and stops after
each line for pupils to
repeat it.
3. Teacher plays the singing
recording and pupils sing Whole class
the song
4. Teacher explains the Playing the game
rules of the game ‘Simon
says…’ and play it.
e.g. You hear ‘Simon
says…’, do the actions.
You don’t hear ‘Simon
says…’, don’t do the
actions.
The pupil who performs
incorrect actions or does
actions when not being
asked to is out. The last
person standing wins!
5 Teacher asks pupils to
open their activity books
and match the same
pictures Doing the task in the
activity books Individual work

Closing activity 1. Teacher says to pupils: Listening Whole class

Stand Up! But shows
another action.Pupils
must do what they hear.
3. Teacher says “It is time
to finish. Good bye.”
4. Class stands up and
says “Goodbye”.
Theme: In the jungle

Objectives: to present the names of animals and practice their pronunciation;

to develop learners’ listening and speaking skills;
to make pupils love English.
Learning outcomes:
By the end of the lesson the learners will be able to:
name the animals;
use the phrase Look! It`s a…
Equipment: CD, flashcards, pupil`s book. Activity book.

Stages of the Teaching procedures Learner activities and

lesson and and teacher’s language Interaction
timing language
Warmer 1. Teacher plays the Singing Whole class
song “Hello! How are
you?” to intro-duce the
lesson. Speaking
2. Teacher encourages Hello!
the children to join in I’m OK.
with the words and to I’m good!
mime the actions as I’m great!
they sing. I’m tired!
3. Teacher greets the I’m not so good!
class by saying “Hello.
How are you?”
4.Teacher plays the
game ‘Simon says…’
practicing classroom listening Whole class
instructions

Presentation 1. Teacher introduces Listening Whole class

activity the vocabulary for this Speaking
lesson using flashcards
with animals. Holding
them up one at a time
the teacher says:
Flamingo, zebra,
giraffe, hippo, lion, speaking
parrot. pupils repeat the names of
2. Teacher plays the the animals
recording and points to
animal as hear the
words. Children repeat
after teacher .

Consolidation 1. Teacher plays the Listening Whole class

activity recording for children Speaking
to listen the animal
and pauses after each
animal so pupils will
be able to say the
name. while listening
once more, pupils
 point and name the animals
animals
2. Teacher asks
learners what sounds Speaking Individually/ whole
the animals in the Pupils try to identify the class
picture make, then animals from the sounds
plays the recording they make
4. Teacher asks one
pupil to choose an Speaking
animal and mime it. Individually/ whole
The rest of pupils class
guess the animal
5. Teacher monitors
the activity.
6. Teacher asks
learners to match the Speaking and drawing
animals with their
shadows and name Individually
them.
Pupils draw the second
half of the animal and
name it.
Closing activity 1. Teacher says to Whole class
pupils: Green! Stand
Up! Pupils who are
wearing such colour on
their clothes do the
action.
2. Teacher does the
same with other
colours and
instructions.
4. Teacher says “It is
time to finish. Good
bye.”
5. Class stands up and
says “Goodbye”.
Theme: NUMBERS

Objectives: to present numbers 6-10;

to practice the numbers 1-10;
to practice saying a chant;
to develop learners’ listening and speaking skills;
to make pupils love English.
Learning outcomes:
By the end of the lesson the learners will be able to:
name the numbers 1-10;
count objects around them

Equipment: CD, numbers, paper hands with words “Hello”, “Bye”, pupil`s book, activity book.
Stages of the Teaching procedures Learner activities and
lesson and and teacher’s language language Interaction
timing
Warmer 1. Teacher plays the song Singing Whole class
5 mins “Hello! How are you?” to
introduce the lesson.
2. Teacher encourages the
children to join in with Speaking
the words and to mime Hello!
the actions as they sing. I’m OK.
3. Teacher greets the class I’m good!
by saying “Hello. How I’m great!
are you?” I’m tired!
I’m not so good!

Presentation 1. Teacher shows and Listening Whole class

activity pupils say the numbers 1- Speaking
5.
2. Teacher introduces the
vocabulary for this lesson
using numbers. Holding
them up one at a time the
teacher says: Numbers
six one
seven two
eight three
nine four
ten five
2. Teacher plays the six
recording and points to seven
numbers 1-10 as hear the eight
words. Children repeat nine
the numbers after teacher ten
and draw them in the air.

Consolidation 1. Teacher shows two Listening Whole class

activity hands to the pupils and Speaking
start counting from 1 to
10 in English encouraging
pupils to join in.
2. Teacher plays the
 recording. Pupils listen to
the numbers 1-10 being
sung in four musical
styles and point to the Numbers
pictures which illustrates
style of music.
3. Teacher asks a pupil to
come to the front of the
class-room. Teacher
shows 4 fingers to the Speaking
pupil and ask How many?
The pupil say Four!
4. Teacher divides pupils
into pairs. Pupil B shows
fingers and asks How
many? Pupil A counts the
fingers and answers the
question. Pupils change Speaking Pair work
roles.
5. Teacher monitors the
activity.
Closing activity 1. Teacher puts the Whole class
numbers 1-10 on the
board.
2. Teacher encourages
class to count from 1 to
10 and from 10 to 1.
4. Teacher says “It is time
to finish. Good bye.”
5. Class stands up and
says “Goodbye”.
Theme: 1,2,3 little animals

Objectives: to practise numbers 1-10 and animals;

to use the numbers 1-10 and animals in the context of a song;
to develop learners’ listening and speaking skills;
to learn the song;
to make pupils love English.
Learning outcomes:
By the end of the lesson the learners will be able to:
name the numbers 1-10 and animals;
to sing a song
Equipment: CD, numbers, paper hands with words “Hello”, “Bye” pupil`s book, activity book.
Stages of the Teaching procedures Learner activities
lesson and and teacher’s and language Interaction
timing language
Warmer 1. Teacher plays the Singing Whole class
5 mins song “Hello! How are
you?” to intro-duce the
lesson. Speaking
2. Teacher encourages Hello!
the children to join in I’m OK.
with the words and to I’m good!
mime the actions as I’m great!
they sing. I’m tired!
3. Teacher greets the I’m not so good!
class by saying “Hello.
How are you?”

Presentation 1. Teacher mimes the Speaking Whole class/ individually

activity jungle animal the
learners have learnt,
pupils try to guess
what is it. Then pupils
do the same.
2. Teacher asks the
pupils what the jungle
animal they see. Then
teacher asks them to
count elephants.
3. Teacher plays the Whole class
recording of the song Listening and singing
and children listen to
it.
Consolidation 1. Teacher plays the Listening Whole class
activity recording for children Speaking
to listen to the song
once more, and
learners sing it as a
class.
2. Teacher asks pupils Group work
to sing the song in
groups
2. Teacher says “Let’s Whole class
play the game What`s Speaking
 missing?” using the
flashcards of numbers
and animals
3. Teacher monitors
the activity.
4. Teacher says the
children to stand in a
circle and do the
actions of the song
‘Walking in the jungle’

Closing activity 1. Teacher puts the Whole class

numbers 1-10 on the
board.
2. Teacher encourages
class to count from 1
to 10 and from 10 to 1.
4. Teacher says “It is
time to finish. Good
bye.”
5. Class stands up and
says “Goodbye”.
Theme: Introduction. Review

Objectives: to review the language from introduction;

to encourage pupils to reflect on their learning;
to develop learners’ listening and speaking skills;
to make pupils love English.
Learning outcomes:
By the end of the lesson the learners will be able to
use previously learnt words
Equipment: CD, numbers, paper hands with words “Hello”, “Bye”, cards for ‘Bingo game’, pupil`s
book.
Stages of the lesson Teaching procedures Learner activities
and timing and teacher’s and language Interaction
language
Warmer 1. Teacher plays the Singing Whole class
5 mins song “Hello! How are
you?” to intro-duce the
lesson. Speaking
2. Teacher encourages Hello!
the children to join in I’m OK.
with the words and to I’m good!
mime the actions as I’m great!
they sing. I’m tired!
3. Teacher greets the I’m not so good!
class by saying “Hello.
How are you?”
Presentation activity 1. Teacher gives pupils Listening Whole class
the cards with the Animals and
animals. Teacher name classroom instructions
the animal and pupil
with the card of it have
to stand up Numbers
2. Teacher gives pupils Individually
the Bingo cards with
written numbers 1-9.
Children listen and
cross out the number
they hear
3. Teacher says the colours
colour. Learners who Individually
wear something of that
colour have to stand
up.
Consolidation activity 1. Teacher gives Listening Whole class
pupils 9 empty cards.
Teacher`s got numbers Numbers
1-9 laid face down on
the table.Teacher
takes, shows and says
the number and pupils
put the card on the
number in the pupil`s
book.
2. Teacher gives
 pupils 9 empty cards. Listening Whole class
Teacher`s got
flashcards with
animals and heroes
laid face down on the
table. Teacher takes,
shows and says the
animal or hero and
pupils put the card on
the picture of it in the
pupil`s book.
3 Teacher says the
children to stand in a
circle and do the
actions of the song
‘Walking in the jungle’
4. Teacher monitors
the activity.
5. Teacher divides the
class into groups of
four. Each group gets a
dice and a counters. Speaking and Group work
Pupils put their Listening
counters on Start
here.Pupils take turns
to throw the dice and
move around the
board. When pupils
land on a square, they
must name the number,
the colour or the
animal. If they fail,
then they return to
their previous square.
The first player who
reaches Finish is the
winner.
6, Teacher monitors
the activity.
Closing activity 1. Teacher puts the Speaking Whole class
numbers 1-10 on the
board and encoura-ges
class to count from 1
to 10 and from 10 to 1.
4. Teacher says “It is
time to finish. Good
bye.”
5. Class stands up and
says “Goodbye”.
FRIENDS

вчитель англійської мови

Сулятицька М.І.
Theme: Greetings

Objectives: to introduce the Class Book characters and common greetings;

to practice the character names and common greetings in the form of a chant;
to develop learners’ pronunciation and speaking skills.

Learning outcomes:
By the end of the lesson the learners will be able to:
name the characters according to the pictures;
ask and answer the question “What’s your name?”.

Equipment: CD, pictures, paper hands with words “Hello”, “Bye”

Stages of the Teaching procedures Learner activities Interaction

lesson and and teacher’s language and language
timing
Warmer 1. Teacher plays the song Singing Whole class
5 mins “HI! Hello!” to introduce
the lesson.
2. Teacher encourages the Speaking
children to join in with Hello!
the words and to mime I’m OK.
the actions as they sing. I’m good!
3. Teacher greets the class I’m great!
by saying “Hello. How I’m tired!
are you?”. Learners I’m not good!
respond “I’m good”, “I’m
great”.
4. When the last child
says the word, get the
children to jump up with
their arms in the air as
they say fun.
Presentation 1. Teacher introduces the Listening Whole class
activity vocabulary for this lesson Speaking
using pictures. Holding
them up one at a time the
teacher says:
I’m Whisper.
I’m Thunder.
I’m Flash. Names
I’m Misty. Whisper, Thunder,
2. Teacher holds up and Flash, Misty
points to the picture. Point
to each character in turn
and say the names
Whisper, Thunder, Flash,
Misty.
3. Teacher plays the
recording for the children
to listen to the chant
twice.
4. Teacher says the chant
 with the class. Learners
say the chant and point to
the picture.

Consolidation 1. Teacher plays the Listening Whole class

activity recording for children to Speaking
listen to the chant “Hello!
What’s your name? ”
2. Teacher divides the
class into groups of three
and gives each group a
character’s name.
3. Teacher says the chant
with the class. Every time
a group hears their
”name” they stand up and
sit down quickly.
4. Teacher puts the
learners into pairs and
tells them to ask and
answer the questions: Children’s names Pair work
“What’s your name?”
“I’m…” “What’s your
5. Teacher monitors the name?”
activity. “I’m…”
6. Teacher changes the
learners’ roles and gives
instruction to continue.
Closing activity 1. Teacher puts the Whole class
pictures of the children on
the board.
2. Teacher encourages
class to guess what’s
his/her name.
3. Class answers.
4. Teacher says “It is time
to finish. Good bye.”
5. Class stands up and
says “Goodbye”.
Theme: Let’s count your friends

Objectives: to learn the numbers 1-10 and practice their pronunciation;

to use the numbers 1-10 in the context of a song;
to develop learners’ listening and speaking skills;
to make pupils love English.
Learning outcomes:
By the end of the lesson the learners will be able to:
name the numbers 1-10;
ask and answer the question “How old are you?”;
label the picture according to the number.

Equipment: CD, numbers, paper hands with words “Hello”, “Bye”.

Stages of the Teaching procedures Learner activities
lesson and and teacher’s and language Interaction
timing language
Warmer 1. Teacher plays the Singing Whole class
5 mins song “Hello! Hello!
What’s your name?” to
introduce the lesson. Speaking
2. Teacher greets the Hello!
class by saying “Hello. I’m OK.
How are you?”. I’m good!
Learners respond “I’m I’m great!
good”, “I’m great”. I’m tired!
I’m not so good!
Presentation 1. Teacher introduces Listening Whole class
activity the vocabulary for this Speaking
lesson using numbers.
Holding them up one
at a time the teacher
says:
one
two Numbers
three one
four two
five three
six four
seven five
eight six
nine seven
ten eight
2. Teacher plays the nine
recording and points to ten
numbers 1-10 as hear
the words. Children
repeat the numbers
after teacher and draw
them in the air.
3. Teacher says the
question “How old are
you?” with the class.
Learners answer and
demonstrate the
 correct number with
their fingers.
Consolidation 1. Teacher plays the Listening Whole class
activity recording for children Speaking
to listen to the chant
“How old are you?”
2. Teacher says “Let’s
play the game Simon
says…”
3. Teacher says the
children to stand at
their desks and Numbers
explains that she is
going to give
instructions. If the “How old are you?”
instruction begins with “I’m…”
the words Simon
says…, children must
do as teacher asks. If
not, they should stand
still and wait for the
next instruction.
4. Teacher puts the
learners into pairs and
tells them to ask and
answer the questions: Pair work
“How old are you?”
“I’m…”
5. Teacher monitors
the activity.
6. Teacher changes the
learners’ roles and
gives instruction to
continue.
Closing activity 1. Teacher puts the Whole class
numbers 1-10 on the
board.
2. Teacher encourages
class to count from 1
to 10 and from 10 to 1.
4. Teacher says “It is
time to finish. Good
bye.”
5. Class stands up and
says “Goodbye”.
Theme: Friends

Objectives: to learn the new colours (red, yellow, blue, green, orange, purple and brown);
to revise the numbers 1-10 and practice them in speaking;
to develop learners’ speaking skills;
to develop pupils’ imagination and memory.
Learning outcomes:
By the end of the lesson the learners will be able to:
name the colours (red, yellow, blue, green, orange, purple and brown);
describe numbers and balloons;
using active vocabulary.

Equipment: CD, numbers, paper hands with words “Hello”, “Bye”, colours flashcards 1-10; coloured
crayons.
Stages of the Teaching procedures Learner activities and
lesson and and teacher’s language language Interaction
timing
Warmer 1. Teacher plays the song Singing Whole class
5 mins “Red and yellow , Colours
green and blue colours,
colours Speaking
I love you” to introduce Hello!
the lesson. “I’m six”
2. Teacher greets the class “I’m seven”.
by saying “Hello. How
old are you?”. Learners
respond “I’m six”, “I’m
seven”.

Presentation 1. Teacher introduces the Listening Whole class

activity vocabulary for this lesson Speaking
using colours. Holding
them up one at a time the
teacher says:
red, yellow, blue, green,
orange, purple and brown.
2. Teacher plays the Colours
recording and points to red, yellow, blue, green,
colours as hear the words. orange, purple and brown
Children repeat the
colours after teacher.
3. Teacher says the
question “What colour is
it?” with the class.
Learners answer and
demonstrate the correct
colour with their crayons.
Consolidation 1. Teacher plays the Listening Whole class
activity recording for children to Speaking
listen to the chant “What
colour is it?”
2. Teacher says “Let’s
play the game Word
Chain to revise the
 vocabulary.”
3. Teacher puts the
Colours flashcards in Colours
different places around
the classroom and plays
the chant again. Children
say the chant in time with
the audio and point to the
correct flashcards when
they say the word.
4. Teacher puts the
learners into pairs and
tells them to ask and
answer the questions:
“What colour is it?” “What colour is it?”
“It’s…” “It’s…”
5. Teacher monitors the Pair work
activity.
6. Teacher changes the
learners’ roles and gives
instruction to continue.
Closing activity 1. Teacher puts the Whole class
numbers 1-10 on the
board.
2. Teacher encourages
class to count from 1 to
10 and from 10 to 1.
3. Teacher says “It is time
to finish. Good bye.”
4. Class stands up and
says “Goodbye”.
Theme: Colours and balloons

Objectives: to present the new words (balloons and hat);

to practice the pronunciation of them;
to revise the colours and practice them in speaking;
to develop pupils’ imagination and memory.
Learning outcomes:
By the end of the lesson the learners will be able to:
describe balloons and hats, using active vocabulary.

Equipment: CD, balloons, hats, paper hands with words “Hello”, “Bye”, coloured crayons, pencil case.
Stages of the Teaching procedures Learner activities
lesson and and teacher’s and language Interaction
timing language
Warmer 1. Teacher plays the Singing Whole class
5 mins song Colours
“Balloons are red,
Balloons are blue
Balloons are green
And yellow too” to
introduce the lesson.
2. Teacher greets the Speaking
class. Hello!
3. Teacher introduces “I’m Ok”
the game “What’s “I’m great”.
missing” and plays it
to energize the class.

Presentation 1. Teacher introduces Listening Whole class

activity the vocabulary for this Speaking
lesson using
flashcards. Teacher
says the words for
children to repeat in
chorus. Once children
have learnt the words,
teacher goes around
the class practicing
with individual
children.
2. Teacher plays the
recording and points to
words as hear them.
Children repeat the
words after teacher.
3. Teacher says the
question “What colour
is the hat?” with the
class. Learners answer
“My hat is…” and
demonstrate the
correct colour with
their paper hat.
Consolidation 1. Teacher says “Let’s Listening Whole class
activity play the game “Jump” Speaking
to revise the
vocabulary.” Teacher
asks the children to
stand at their desks,
holds up a balloon and
says a colour. If the
balloon is the same as
the colour, they jump. Colours
If it isn’t, they keep
still.
2. Teacher puts the Pair work
learners into pairs and “What colour is it?”
tells them to ask and “It’s…”
answer the questions:
“What colour is it?”
“It’s…”
3. Teacher monitors
the activity.
4. Teacher changes the
learners’ roles and
gives instruction to
continue.
Closing activity 1. Teacher starts Whole class
getting crayons out of
the pencil case.
2. Teacher encourages
class to guess what
colour it is by asking
“What colour is this
pencil?”
3. Class answers “It
is…”
3. Teacher says “It is
time to finish. Good
bye.”
4. Class stands up and
says “Goodbye”.
Theme: Meet the Super Friends

Objectives: to present the new words and word combinations;

to practice the pronunciation of them;
to revise the colours and practice them in speaking;
to revise the vocabulary of the previous lessons;
to develop pupils’ imagination and memory.
Learning outcomes:
By the end of the lesson the learners will be able to:
use active vocabulary;
label the pictures according to the topic;
describe children, things and colours;
act out the story.

Equipment: CD, paper hands with words “Hello”, “Bye”, coloured crayons, toys.

Stages of the Teaching procedures Learner activities

lesson and and teacher’s and language Interaction
timing language
Warmer 1. Teacher plays the Singing Whole class
song
“Hello! Hello! Hello! Speaking
How are you?” to Hello!
introduce the lesson. “I’m Ok”
2. Teacher greets the “I’m great”.
class.
3. Teacher introduces
the game “Odd-one-
out” and plays it to
energize the class.

Presentation 1. Teacher introduces Listening Whole class

activity the vocabulary for this Speaking
lesson using
flashcards. Teacher
says the words for
children to repeat in
chorus. Once children
have learnt the words,
teacher goes around
the class practicing
with individual
children.
2. Teacher divides the Group work
class into six groups.
3. Teacher gives the set
of cards (colours,
numbers) to one of the
groups. Teacher says a
word. The group holds
the card up. The
learners shout out the
word.
 4. Teacher plays the
story “Meet the Super
Friends” and children
point to the pictures.
5. Teacher plays the
story again, pausing
after each line for
children to repeat.

Consolidation 1. Teacher says “Let’s Listening Whole class

activity try to act out a story Speaking
“Meet the Super
Friends”.
2. Teacher puts the Pair work
learners into pairs and
they try to repeat the
sentences after teacher.
3. Teacher monitors
the activity.
4. Teacher changes the
learners’ roles and
gives instruction to
continue.

Closing activity 1. Teacher says “Let’s Whole class

play the Miming
game”.
2. Teacher encourages
class to guess who
says the word by
asking “Whose voice
is it?”
3. Class shows the
correct answer using
mime.
3. Teacher says “It is
time to finish. Good
bye.”
4. Class stands up and
says “Goodbye”.
Theme: Friends.Review

Objectives: to review language from the unit “Friends”;

to practice the intonation of questions;
to revise the colours and numbers;
to develop pupils’ imagination and memory.
Learning outcomes:
By the end of the lesson the learners will be able to:
work together in groups to play a game;
practise numbers 1-10 and count objects around them;
tell three sentences about themselves.
Equipment: CD, coloured crayons, sheet of paper for each pupil, flashcards.
Stages of the Teaching procedures Learner activities
lesson and and teacher’s and language Interaction
timing language
Warmer 1. Teacher plays the Singing Whole class
chant
“One, two, three, four, Speaking
five…” to introduce Numbers
the lesson.
2. Teacher greets the
class.
3. Teacher draws any
of the numbers 1-10 in
the air for pupils to
see.
4. Pupils guess the
number.

Presentation 1. Teacher prepares Listening Whole class

activity pictures of animals Speaking
pupils have learnt.
2. Teacher shows one
picture.
3. Pupils look at the
picture and describe it,
for example: One
yellow giraffe or two
grey hippos.
4. Teacher plays the “How old are you?”
chant “How old are
you?” and learners
answer one by one.
5. Teacher asks the
class to play the game
“Whispers”
6. Teacher organizes Game Pair work
children in groups of at
least six and shows a
flashcard to the first
child in each group.
This child whispers the
word to the child next
to him/her until the
 word reaches the final
child. The final child
says the word aloud,
and the first child
holds up the flashcard
to see whether the
word and the flashcard
are the same.

Consolidation 1. Teacher says “Let’s Listening Whole class

activity play the game ‘Simon Speaking
says’”.
2. Teacher gives the
example by saying to
pupils “Simon says
Say hello”.
3. Teacher encourages
pupils to act out Say
hello motion.
4. Teacher continues
the activity using the
verbs sing, count, say
goodbye, sit down,
stand up, listen, hands
up, hands down.
5. Teacher asks pupils
to draw their favourite
animal with their
crayons.

Closing activity 1. Teacher says to Whole class

pupils “Show me
something red” and
encourages pupils to
do this task.
2. Teacher gives
instructions using
green, blue, purple,
orange and yellow
colours.
3. Class shows the
correct answer using
different things.
4. Teacher says “It is
time to finish. Good
bye.”
5. Class stands up and
says “Goodbye”.
At school

вчитель англійської мови

Богоніс Г.Г.
Theme: Classroom objects

Objectives: to practise the vocabulary related to the theme of the lesson: the names of school
objects.

Learning outcomes: By the end of the lesson the learners will be able to:
- listen to the phrase and react on it;
- pronounce the names of school objects.
Equipment: textbooks, flashcards with classroom objects, audiodisc.
Stages of the Teaching procedures and Learner activities Interaction
lesson and teacher’s language and language
timing
Warmer 1. Greet the class by saying Whole class
“Good morning, class.”
Learners respond “good
morning, teacher.”

2. Play the Hello song to Singing

introduce the lesson.

Speaking
3. Say “Let’s play a game.” What’s your name? Whole class in two
Learners make two circles. I’m… circles
One is inside the other. They How old are you?
stand face to face and ask I’m (age).
each other “What’s your
name?” The answer is
“I’m…” Then they move to
another learner etc.
According to teacher’s signal
the learners change the
question to “How old are
you?” and continue to ask.

Presentation 1. Introduce the vocabulary School objects Whole class

activity for the lesson using Rubber, pen, pencil,
flashcards. Hold them up one bag, book, desk, ruler,
at a time and ask “What’s notebook, pencil case,
this? It’s a…” and the chair, school.
learners repeat in chorus.

2.The learners listen to the

recording. They see the
school objects in the pictures
of their textbooks and point
to them repeating after the
recording.

3. Put the flashcards in

different places of the
classroom. Name the objects.
The learners point to them.

Repeat the names of objects

 in different order for children
to find and point to them
quickly.
Whole class
4. Play the recording for the
learners to listen to the chant
twice (ex.2, p.28).

5. Say the chant with the

class pointing to the objects
they are naming.

Consolidation 1. Teacher says “Let’s play a Whole class in two

activity game.” groups

2. Divide the class into two

groups A and B.

3. Stick the flashcards with

school objects on the board.

4. Give the learners the

instructions how to play:
Teacher says the name of a
school object and a pupil
from group A goes to the
board and takes the card with
it. Then is the turn of group
B. The winner is the group
with more cards with right
objects.

Closing 1. Put the learners into pairs. Pairs

activity Learner number “one” points
to a picture in the book
(p.28) and asks “What’s
number 7?” Number “two”
answers “It’s a ruler.” Etc.

2.Teacher says It’s time to Singing Whole class

finish. Let’s sing our “Good
bye” song.
Theme: At school

Objectives: to practise the vocabulary related to the theme of the lesson;

to teach the learners to listen and understand the phrases.
Learning outcomes: By the end of the lesson the learners will be able to:
- listen to some phrases and react on them;
- ask and answer the questions.
Equipment: textbooks, flashcards with classroom objects, recording, classroom objects.
Stages of the Teaching procedures and Learner activities Interaction
lesson and teacher’s language and language
timing
Warmer/5 1. Greet the class by saying Whole class
min “Hello, children.” Learners
respond “Hello, teacher.”

2. Play the Hello song to

introduce the lesson. Singing

3. Say “Let’s play a game.” Rubber, pen, pencil,

Cover a flashcard of any bag, book, desk, ruler, Whole class
school object so that the notebook, pencil case,
learners could see only a chair, school.
small part of it.

4. Ask the learners “What’s

this?” They guess “Is it a
ruler / rubber? Etc. Teacher
answers “No, it isn’t / Yes, it
is.”

Presentation 1. The learners listen to the What’s this? Whole class

activity recording and find the right It’s a…
object in their textbooks Is it a…?
(ex.1, p.29) Yes, it is./No, it isn’t.

2. The learners listen to the

recording (ex 2, p.29) and
repeat after it “What’s this?
It’s a pencil. Is it a pen? Yes,
it is/ No it isn’t.”

3. Put the flashcards on the Pairs

table. Divide the class into
pairs. The first pair comes to
the table. One of them takes
any card and asks “Is it
a…?” The other answers
“Yes, it is / No, it isn’t.”
Then they change.

4. Teacher says “Let’s play a

game.”
 2. Divide the class into two Whole class in two
groups A and B. groups

3. A learner from group A

closes eyes. A pupil from
group B takes a classroom
object, gives it to the pupil
from group A and asks
“What’s this?” A learner
from group A tries to guess
the object touching it. He /
she says “Is it a…?” The
answer is “Yes, it is or No, it
isn’t.”

Consolidation 1. Teacher says “Let’s play Whole class

activity another game.”

2. Show the children a bag.

Put some classroom object in
it. (The learners should not
see them) and ask “What’s
this?”

3. The learners come to the

bag one by one, put their
hands in the bag, touch one
of the objects and try to
guess “Is it a…?”

4. Then they look into the

bag and say “Yes, it is” if it
is right and “No, it isn’t” if it
is wrong.

Closing 1. Teacher says “Let’s play a Whole class

activity game.”

2. Start drawing one of the

classroom objects on the
board.

3. Encourage the class to

guess what it is by asking
“What’s this? Is it a…?”
4. The class answers “It is
a…”
5. Teacher says “ It’s time to Singing
finish. Let’s sing our “Good
bye” song”.
Theme: My school things

Objectives: to practise the vocabulary related to the theme of the lesson

to teach the learners to speak about the possession of some objects.
Learning outcomes: By the end of the lesson the learners will be able to:
- demonstrate the understanding of the key words in the song;
- speak about the possession of some objects.
Equipment: textbooks, flashcards with classroom objects, recording, classroom objects.
Stages of the Teaching procedures and Learner activities Interaction
lesson and teacher’s language and language
timing
Warmer/5 1. Greet the class by saying Whole class
min “Hello, children.” Learners
respond “Hello, teacher.”

2. Play the Hello song to

introduce the lesson. Singing

3. Stick the flashcards to the

board and ask the learners to Rubber, pen, pencil,
look and remember them. bag, book, desk, ruler, Whole class
notebook, pencil case,
4. Ask the pupils to close chair, school.
their eyes.

5. Quickly take one of the

flashcards away.

6. Say “Open your eyes.

What card is missing?”

7. The learners try to guess

what card it was.

Presentation 1. Take your pen and say It’s my pen / book etc. Whole class
activity “It’s my pen.” Do the same It isn’t my pen / book
with your book, pencil or etc.
rubber.

2.Encourage the learners to

do and say the same with
their classroom objects one
by one.

3. Take some pupil’s pen and

say “It isn’t my pen.” Do the
same with other school
objects.

4. Encourage the learners to

do and say the same.

5. Put the learners into pairs.

Encourage them to speak Pairs
 about classroom objects
taking them from their or
their classmates’ desks.

6. Monitor the activity.

Consolidation 1. The learners listen to the Singing Whole class

activity recording of the song twice.
(ex.1, p.30)

2. Demonstrate actions for

some words in the song.

3. The learners repeat them

and try to remember.

4. Sing the song with the

learners doing the actions.

Closing 1. Teacher says “Let’s play a Whole class

activity game.”

2. Instruct the learners to

clap when they hear a wrong
word.

3. Point to a book and say

“It’s a book.” Point to a pen
and say “It’s a pencil.” The
learners clap their hands.

4. Teacher says It’s time to Singing

finish. Let’s sing our “Good
bye” song.
Theme: Instructions at the lesson

Objectives: to practise the vocabulary related to the theme of the lesson

to teach to give instructions.
Learning outcomes: By the end of the lesson the learners will be able to:
- demonstrate the understanding of some phrases;
- give instructions to other learners.
Equipment: textbooks, flashcards with classroom objects, recording, classroom objects.
Stages of the Teaching procedures and Learner activities Interaction
lesson and teacher’s language and language
timing
Warmer/5 1. Greet the class by saying Whole class
min “Hello, children.” Learners
respond “Hello, teacher.”

2. Play the Hello song to

introduce the lesson. Singing

3. Teacher says “Let’s play a

game.” Rubber, pen, pencil,
bag, book, desk, ruler, Whole class one by
4. Show children a bag. Put notebook, pencil case, one
some classroom object in it. chair, school.
(The learners should not see
them) and ask “What’s this?”

5. The learners come to the What’s this?

bag one by one, put their Is it a…?
hands in the bag, touch one Yes, it is / No, it isn’t.
of the objects and try to
guess “Is it a…?”

6. Then they look into the

bag and say “Yes, it is” if it
is right and “No, it isn’t” if it
is wrong.
.

Presentation 1. Take your book and say Open your book. Whole class
activity “Open your books, please.” Sit at your desk.
Then do the action (open Pass me a pen.
your book). Close your bag.

2. Then say “Sit at your desk,

please” and sit down.

3. Do the same with the

instructionss “Pass me a
pen”, “Close your bag”.

4. Play the recording for the

children to listen to it twice.
(ex.1, p.31)
 5. Encourage class to match
the recording and pictures in
their textbooks.

Consolidation 1. The learners listen to the Whole class

activity recording of exercise 2, p.31
and repeat the instructions
several times to remember
them.
Pairs
2. Put the learners into pairs.
The learners give some
instructions to each other and
fulfill them in turn. Whole class.

3. Learners play the chain

game. They fulfill one
another’s instructions in a
chain.

Closing 1. Teacher says “Let’s play Whole class

activity one more game.”

2. Instruct the learners to

clap when they hear an
instruction with the word
“please”.

3. Say “Open your bags.

Close your books. Stand up,
please.” Learners clap their
hands when they hear the
word “please”.

Singing
4. Teacher says It’s time to
finish. Let’s sing our “Good
bye” song.
Theme: Watch out, Flash!

Objectives: to practise the vocabulary related to the theme of the lesson

to develop the learner’s skills to follow the pictures of the story and understand it.

Learning outcomes: By the end of the lesson the learners will be able to:
- differentiate the speech of the heroes of the story and follow the pictures;
- roleplay the story.

Equipment: textbooks, flashcards with classroom objects, recording, classroom objects.

Stages of the Teaching procedures and Learner activities Interaction
lesson and teacher’s language and language
timing
Warmer/5 1. Greet the class by saying Whole class
min “Hello, children.” Learners
respond “Hello, teacher.”

2. Play the Hello song to

introduce the lesson. Singing

3. Teacher says “Let’s play a Open your book. Whole class

game “Simon says”. Sit at your desk.
Pass me a pen.
4. Instruct the learners how Close your bag.
to play.

5. Teacher gives one

instruction after another but .
the learners don’t fulfill them
until the teacher says “Simon
says…”

Presentation 1. Play the recording for the Watch out! Whole class
activity children to listen to the story I’m sorry.
twice (ex.1, p.32). It’s OK, Mum.
Here you are.
2. While listening for the Thank you.
second time stop the Come back!
recording after each phrase. Here’s (your pencil).

3. Ask the learners to repeat

the phrase. Check their
understanding.

4. The learners comment

every picture in turn using
active phrases.
Consolidation 1. Teacher says “Let’s play a Whole class
activity game.”

2. One of the learners goes to

the board.

3. Teacher tells him/her one

of the phrases of exercise 1
(p.32) e.g. “I’m sorry”.
Nobody else should hear it.

4. The learner’s task is to

mime the phrase for the rest
of the class to guess what
phrase it is.

Closing 1. Teacher says “Let’s play a Whole class

activity game.”

2. Start drawing one of the

classroom objects on the
board.

3. Encourage class to guess

what it is by asking “What’s
this? Is it a…?”

4. Class answers “It is a…”

5. Teacher says It’s time to Singing

finish. Let’s sing our “Good
bye” song.
Theme: Things, we do at school

Objectives: to practise the vocabulary related to the theme of the lesson;

to develop the learner’s skills to make small dialogues.

Learning outcomes: By the end of the lesson the learners will be able to:
- understand short simple instructions;
- make mini dialogues.
Equipment: textbooks, flashcards with classroom objects, recording, classroom objects.
Stages of the Teaching procedures and Learner activities Interaction
lesson and teacher’s language and language
timing
Warmer/5 1. Greet the class by saying Whole class
min “Hello, children.” The
learners respond “Hello,
teacher.”

2. Play the Hello song to Singing

introduce the lesson.

Rubber, pen, pencil,

3. Say “Let’s play a game.” bag, book, desk, ruler, Whole class
Cover a flashcard of any notebook, pencil case,
school object so that learners chair, school.
could see only a small part of What’s this?
it. It’s a…
Is it a…?
4. Ask the learners “What’s Yes, it is./No, it isn’t
this?” They guess “Is it a
ruler / rubber? Etc. Teacher
answers “No, it isn’t / Yes, it
is.”

Presentation 1. Teacher says “Let’s play a Open your book. Whole class
activity game “Simon says”. Sit at your desk.
Pass me a pen.
2. Instruct the learners how Close your bag.
to play.

3. Teacher gives one

instruction after another but
the learners don’t fulfill them
until teacher says “Simon
says…”
“Open your books! Close
your bags! Simon says, Pass
me a pen!”

Is it a…?
2. Divide the class into two Yes, it is./ No, it isn’t.
groups A and B.
 3. A learner from group A Whole class in two
closes eyes. A pupil from groups
group B takes a classroom
object, gives it to the pupil
from group A and asks
“What’s this?”

4. A learner from group A

tries to guess the object by
touching it. He/she says “Is it
a…?” The answer is “Yes, it
is or No, it isn’t.”

Consolidation 1. Ask the learners to open Whole class

activity their textbooks.

2. Then ask them to look at

the pictures of exercise 2
p.33.

3. They have to be attentive

and find the same objects in
the big pictures of the story
(ex. 1, p. 32).

4. Teacher asks “What A fat rat in a black

picture is it from?” and the bag.
learners answer “it’s from
picture2 /4 etc.

4. Play the recording for the

children to listen and repeat.

5. Monitor correct
pronunciation of the sounds.

Closing 1. Give the children sheets of Pairs

activity paper and ask them to draw
their favourite school
objects.

2. Put the learners into pairs.

Tell them to exchange their
drawings, ask each other
what it is and describe them.

3. Teacher says It’s time to Whole class

finish. Let’s sing our “Good Singing
bye” song.
Leisure time

вчитель англійської мови

Танькова О.М.
Theme: Leisure. Toy shop

Objectives: to teach learners identify toys

to practice the toy words in the form of a chant
to teach learners ask and answer questions about different toys “What’s this?” “It’s a … .”

Learning outcomes: by the end of the lesson learners will be able to identify objects using active
vocabulary on the topic “Toys”

Equipment: pupil’s books, flashcards, toys

Stages of the Teaching procedures and Learner activities Interaction
lesson and teacher’s language and language
timing

Warmer 1. Teacher plays the Hello song Singing Whole class

to introduce the lesson

2. Teacher greets the class by Speaking

saying “Hello. How are you, How are you?
class”. Learners respond, “I’m I’m fine. I hope that
you are too.
OK”, “I’m great”

3. Teacher divides the class

School objects
into 5 groups and gives each
group a number. pencil, chair, bag,
rubber, book, desk,
4. Teacher says a number between
notebook, ruler, pencil
one and five, points to a school
case, school
object and asks “What’s this?”

5. Learners in that group name the

school object in chorus “It’s a … .”

Presentation 1. Teacher introduces the Toys Whole class in three

activity vocabulary for this lesson using kite, doll, monster, groups.
flashcards. Holding them up one plane, ball, go-kart,
at a time the teacher asks “What’s computer game, train,
this?” and learners repeat in car, bike
chorus

2. Teacher divides the class

into 3 groups.

3. Teacher gives the set of cards

to one of the groups. Teacher
says a word. The group holds the
card up. The learners shout out
the word.

4. The groups take turn doing

 the activity.

5.Teacher plays the recording for

the children to listen to the chant
twice. Teacher demonstrates
actions for some words.

6. Teacher says the chant with the

class. Learners say the chant and
do the action.

Consolidation 1. Teacher says “Let’s play Toys Pairs

activity the miming game”. Teacher kite, doll, monster,
divides the class into pairs – one plane, ball, go-kart,
learner is ‘one’ and the other computer game, train,
learner is “two”. car, bike

2. Teacher demonstrates Is it a …?
the pair work game with a
number ‘one’, doing mimes the
children learnt for the chant.

3. Teacher instructs
learners to start and continue
until the stop signal is given.

4. Teacher monitors the

activity.

5. Teacher changes the

learners roles and gives
instruction to continue.

Closing 1. Teacher starts drawing one of Whole class

activity the toys on the board.
2. Teacher encourages class to
guess what it is by asking “Is
it a …?”
3. Class answers “It is a …”
4. Teacher says “It’s time to
finish. Goodbye. See you.”
5. Class stands up and says
“Goodbye.”
Theme: Leisure. Favourite toys

Objectives: to identify a lexical set of toys

to teach learners recognize words for toys while listening
to teach learners ask and answer questions about their favourite toys

Learning outcomes: by the end of the lesson learners will be able to ask and answer questions about
their favourite toys using language chunks “What’s your favorite toy?” “My favourite toy is … .”

Equipment: pupil’s books, flashcards, toys

Stages of the Teaching procedures and Learner activities Interaction
lesson and teacher’s language and language
timing

Warmer/5 1.Teacher plays the Hello song to Singing Whole class

min introduce the lesson

2.Teacher introduces the game Toys

Slow reveal with flashcards to kite, doll, monster,
revise the vocabulary from the plane, ball, go-kart,
previous unit. computer game, train,
car, bike

3.Teacher shows the bag with a

toy in it to the class and says “It’s
a toy.” Teacher encourages the
children to ask them the question
“Is it a… .?”

Presentation 1. Teacher introduces the Toys Whole class in four

activity language chunk for this lesson kite, doll, monster, groups.
using flashcards. Holding them plane, ball, go-kart,
up one at a time the teacher asks computer game, train,
“What’s your favourite toy?” car, bike
Teacher encourages learners to
say what their favourite toy is by “What’s your favourite
saying “My favourite toy’s my … toy?” “My favourite
.” toy’s my … .”

2.Teacher divides the class into 4

groups. Within the group learners
get a set of cards with the pictures
of a ball, a kite, a bike and a train.

3.Teacher plays the recording.

Learners hold up the card when
they hear the name of the toy.
 4.Teacher plays the recording for
the children to listen for the
second time. Learners match the
pictures.

6. Teacher plays the recording

and practises with the class.
Learners say the phrases in time
with the audio.

Consolidation 6. Teacher says “Let’s play Toys Pairs

activity a game”. Teacher divides the kite, doll, monster,
class into pairs – one learner is plane, ball, go-kart,
‘one’ and the other learner is computer game, train,
“two”. car, bike

7. Teacher demonstrates the “Hello. How are you?”

pair work game with a number “I’m fine, thanks.”
‘one’, saying “Hello. How are “What’s your favourite
you?” “I’m fine, thanks.” toy?” “My favourite
“What’s your favourite toy?” toy’s my ball”
“My favourite toy’s my ball”

8. Teacher instructs
learners to start and continue
until the stop signal is given.
Teacher holds up the card and
‘twos’ name their favourite toy.

9. Teacher monitors the

activity.

10.Teacher changes the learners

roles and gives instruction to
continue.

Closing 1. Learners secretly draw their “Is it a …?” Whole class

activity favourite toys.
2. Teacher encourages class to
guess what it is by asking “Is
it a …?”
3. Learners answer “It is a …”
4. Teacher says “It’s time to
finish. Goodbye. See you.”
5. Class stands up and says
“Goodbye.”
Theme: Leisure. Emma’s and Mike’s favourite toys

Objectives: to revise vocabulary for toys, colours and numbers

to teach learners recognize words for toys, colours and numbers while listening
to revise questions and answers about their favourite toys

Learning outcomes: by the end of the lesson learners will be able to ask and answer questions about
their favourite toys/numbers using language chunks “What’s your favorite toy/number?” “My favourite
toy/number isn’t a … .” “It isn’t a … .”

Equipment: pupil’s books, flashcards, toys

Stages of the Teaching procedures and Learner activities Interaction

lesson and teacher’s language and language
timing

Warmer/5 1.Teacher plays the Toy shop Chant Whole class

min chant to introduce the lesson

2.Teacher introduces the game Toys

Whispers to revise the vocabulary kite, doll, monster,
from the previous lesson plane, ball, go-kart,
computer game, train,
3.Teacher revises numbers 1-10 by car, bike
unfolding the fingers on their
hands and counting them. Teacher
encourages the class to count with
them.

Teacher points to the pictures of

toys and counts them slowly.
Learners say how many toys they
see.

Presentation Teacher asks 5 learners to come to Toys Whole class

activity the front of the class. Teacher gives kite, doll, monster,
each child a toy word and reminds plane, ball, go-kart,
them of the mime that go with it. computer game, train,
Teacher gives Toys flashcards to car, bike
five different learners.

4.Learners take it in turns to do

the mime. The learner with the
matching flashcard stands up and
holds up the flashcard. Then both
learners sit down..

5.Teacher plays the recording all

the way through for the learners
to listen to and points to the
pictures as they hear the words.
Teacher sings the song with the
 class without the music. Learners
repeat.

4.Teacher plays the recording for

the children to listen for the
second time. Learners point at the
pictures and say the phrases in
time with the audio.

Consolidation 1. Teacher says “Let’s play Toys Pairs

activity a game”. Teacher divides the kite, doll, monster,
class into pairs – one learner is plane, ball, go-kart,
‘Emma’ and the other learner is computer game, train,
“Mike”. car, bike

2. Teacher demonstrates the What’s your favorite

pair work game with ‘Emma’, toy?
saying “Hello, Emma!”
“What’s your favourite toy?” It isn’t a kite or a
“My favourite toy isn’t a plane. computer game.
It isn’t a kite or a computer
game”

3. Teacher instructs
learners to start. Teacher gives
the stop signal. Teacher changes
the learners roles and gives
instruction to continue. Learners
ask and answer about favourite
numbers.

4.Teacher monitors the activity.

Closing 1.Teacher gives Bingo cards with Whole class

activity toys of different colours.
2.Teacher plays the game by calling
“a green kite” or ‘a yellow go-
kart’
3.Learners mark the square if they
have the toy of that colour. The
game continues until someone
crosses three objects in a row.
4.Teacher says “It’s time to finish.
Let’s sing the Goodbye song.”
5.Class stands up and sings the
Goodbye song.”

Theme: Leisure. Toys description

Objectives: to teach the vocabulary for describing different toys
to revise and consolidate language introduced in the unit
to teach learners work in pairs

Learning outcomes: by the end of the lesson learners will be able to describe their favourite toys using
adjectives
Equipment: pupil’s books, flashcards, toys

Stages of the Teaching procedures and Learner activities Interaction

lesson and teacher’s language and language
timing

Warmer/5 1.Teacher plays the Rainbow Singing Whole class

min song to introduce the lesson

2.Teacher introduces the game to Colours

revise colours. Teacher
demonstrates the game for the Toys
class. Teacher chooses a line of kite, doll, monster,
toys and says “a green kite, a plane, ball, go-kart,
yellow ball, and a red monster.” computer game, train,
Learner, who guesses first, car, bike
chooses another line and lists the
toys in the same way.

3. Teacher encourages the class to

list the toys in different order.

4.Teacher tells learners to work in

pairs. Teacher goes around the
class helping any learners who
might have difficulty in doing the
task.

Presentation 5.Teacher demonstrates flashcards Adjectives Pairs

activity to teach vocabulary to this lesson. Long, short, big, small,
beautiful, ugly, old,
6. Holding them up one at a new
time the teacher says “It’s a
pencil. It’s long/short, etc.”
Learners repeat in chorus.

7. Teacher divides learners into

pairs. Learner “one” points to the
picture and learner “two” says the
word. Teacher asks learners to
change roles.

8.Teacher plays the recording all

the way through for the learners
to listen to. They point to the
 pictures as they hear the words..

9.Teacher plays the recording for

the children to listen. Learners
point at the pictures and say the
sentences in time with the audio.
10.Teacher shows pictures.
Learners describe them using
adjectives.

Consolidation 4. Teacher says “Let’s draw”. Toys Whole class

activity Teacher gives each learner a kite, doll, monster,
piece of paper. Learners draw plane, ball, go-kart, toy
their favourite toys and colour shop, race, computer
them. game, train, car, bike

5. Teacher demonstrates the Is it a kite? Is it green?

pair work with pictures. Teacher Yes, it is./No, it isn’t. Pairs
asks a learner “Is it a
kite/monster, etc?” Learner
answers “Yes, it is./No, it isn’t.”
Teacher continues “Is it
green/yellow, etc.” Learner
answers “Yes, it is./No, it isn’t.”

6. Teacher instructs learners to

start. Teacher gives the stop
signal. Teacher changes the
learners roles and gives
instruction to continue. Learners
ask and answer about favourite
toys.

4.Teacher monitors the activity.

Closing 1. Teacher says “Let’s play a Whole class

activity ball game”.
2.Teacher throws the ball with the
pictures of toys to a learner.
Learner catches the ball and says
‘It is a car. It is old.’ Learner
throws the ball and the game
continues.
3. Teacher monitors the activity.
4. Teacher says “It’s time to
finish. Goodbye. See you.”
5. Class stands up and says
“Goodbye.”

Theme: Leisure. The go-kart race

Objectives: to revise and consolidate language and structures introduced in the unit
to check learners’ comprehension of the story
to teach learners about the values of friendship

Learning outcomes: by the end of the lesson learners will be able to act out the story using mimes and
functional language for offering things and expressing thanks

Equipment: pupil’s books, flashcards, toys

Stages of the Teaching procedures and Learner activities Interaction
lesson and teacher’s language and language
timing

Warmer/5 1.Teacher says “Good morning, Singing Whole class

min children. How are you?” Learners
answer.
Toys
2. Teacher uses Toys flashcards kite, doll, monster,
to revise vocabulary for this plane, ball, go-kart,
lesson. Teacher puts the computer game, train,
flashcards on the board. Teacher car, bike
points to each one and says them
with the class. Teacher shuffles
the cards and turns them around.
Learners take turns to ask
questions “Is it a doll?” Teacher
answers “Yes, it is. No, it isn’t.”

Presentation 1. Teacher asks learners to open Adjectives Whole class

activity their books. Long, short, big, small,
beautiful, ugly, old,
2. Holding the book up teacher new
points to each frame of the story
and asks “Who can you see? How
many racers are there? What
colour are the go-karts? What has
Misty got?” Learners answer the
questions.

3. Teacher plays the recording.

Learners point to the correct
pictures.

4.Teacher plays the recording all

the way through for the learners
to listen to. They point to the
pictures as they hear the words.
Consolidation 1. Teacher plays the recording Toys Teams
activity for the children to listen. Teacher kite, doll, monster,
divides learners into two teams: plane, ball, go-kart, toy
green team and red team. Teacher shop, race, computer
plays the recording again and game, train, car, bike
demonstrates some action for the
story. Learners practise acting the Is it a small go-kart? Is
story in teams. it a green go-kart? Yes,
it is./No, it isn’t.
2. Teacher says “Let’s listen and
number.” Teacher plays the
recording. Learners write the
correct numbers under the
pictures.

3. Teacher asks a learner “Is it a

a small go-kart, etc?” Learner
answers “Yes, it is./No, it isn’t.”
Teacher continues “Is it a
green/yellow go-kart, etc.”
Learner answers “Yes, it is./No, it
isn’t.”

4. Teacher instructs learners to

start. Teacher gives the stop
signal. Teacher changes the
learners’ roles and gives
instruction to continue. Learners
ask and answer about go-karts.

5. Teacher monitors the activity.

Closing 5.Teacher says “Let’s play Bash Whole class

activity the board game”.
6.Teacher divides learners into
two teams. One learner from each
team goes to the board with some
pictures on it. Teacher says a
word and learners try to bash it
with a flyswatter. Learner with
most bashes wins.
7.Teacher monitors the activity.
8.Teacher says “It’s time to
finish. Goodbye. See you.”
9.Class stands up and says
“Goodbye.”

Theme: Leisure. The toys we play with

Objectives: to revise and consolidate language and structures introduced in the unit
to develop learners’ imagination
to teach learners work in pairs

Learning outcomes: by the end of the lesson learners will be able to talk about their favorite toys using
active vocabulary of the unit

Equipment: pupil’s books, flashcards, toys

Stages of the Teaching procedures and Learner activities Interaction
lesson and teacher’s language and language
timing

Warmer/5 1.Teacher says “Good morning, Singing Whole class

min children. How are you?” Learners
answer.
Toys
2. Teacher starts drawing one of kite, doll, monster,
the toys on the board. plane, ball, go-kart,
Teacher encourages class to guess computer game, train,
what it is by asking “What’s car, bike
this?”
Teacher points to a drawing and
says “It’s my kite. It’s red and
blue. It’s new.” Teacher asks
learners about their toys by
asking “Have you got a kite?
What colour is it? Is it beautiful?”

Presentation 1. Teacher asks learners to open Adjectives Whole class

activity their books. Long, short, big, small,
beautiful, ugly, old,
2. Holding the book up teacher new
points to each picture and asks
“What can you see? How many
pictures are there? What colour
are they?” Learners answer the
questions.

3. Teacher plays the recording.

Learners point to the correct
pictures.

4.Teacher plays the recording all

the way through for the learners
to listen to. They point to the
pictures as they hear the words.

5. Teacher asks the learners to

write the letters under correct
pictures
Consolidation 1.Teacher says “Let’s play a Toys Pairs
activity game”. Teacher divides the class kite, doll, monster,
into pairs – one learner is ‘Misty’ plane, ball, go-kart, toy
and the other learner is “Flash”. shop, race, computer
game, train, car, bike
2.Teacher demonstrates the pair
work game with ‘Misty’, saying
“Hello, Misty!” “What’s your
favourite toy/colour/number?”
Learner answers.

3. Teacher instructs learners to

start. Teacher gives the stop
signal. Teacher changes the
learners’ roles and gives
instruction to continue. Learners
ask and answer favourite things.

4. Teacher monitors the activity.

Closing 1.Teacher says “Listen and My favourite toy’s my Pairs

activity imagine”. train. It is short and
Teacher plays the recording. red.
Learners draw their fantastic toys.
Teacher says “It’s time to show
your pictures to your friends.”
Learners show pictures and talk
about their favourite toys.
Teacher monitors the activity.

2.Teacher says “It’s time to finish.

Goodbye. See you.”
Class stands up and says
“Goodbye.”