Module 1: Hello English!

School:
Lesson 1

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme Greetings and Names
Learning objectives 3.1.1.1 recognise the sounds of phonemes and phoneme blends in words;
3.1.2.1 recognise familiar words with visual support;
3.1.3.1 understand a range of short classroom instructions;

Lesson objectives Learners will be able to:

⮚ introduce the characters;

⮚ practice introducing oneself and greeting others;

⮚ respond to basic questions with single words or short responses;

Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: The teacher

the lesson
Welcome the pupils and Pupils say Hello. assesses learners
Warming-up introduce the topic of the for their ability.
lesson. Photocopies
7 min “Good job!
e.g., Pupil 1: Hello, of the name
Warming up
I’m (Ulan). (points to Well done!” tags,
Welcome your class by name tag)
Formative one per pupil,
saying Hello several times.
Pupil 2: Hello, I’m Assessment from the
Write your name on the
(Assel). (points to Teacher’s
board. Point to your name and
name tag) etc Resource
to yourself and say: Hello,
Material for
I’m (Miss Sharipova).
the
Encourage the pupil to Beginning
respond. Hand out the the Lesson
photocopies of the name tags, activity;
filled in with the pupils’ Class Audio.
names. The pupils colour Emoticons
their name tags using their
favourite colour.
Middle of the To present the characters The pupils listen and
lesson and greetings/ introductions point to the pictures.
Presentationa Present the characters by Picture
nd Practice. pointing to them, one at a
Audio CD
time, and saying their names.
30 min
Explain that Elsa and Cody The pupils listen,
are brother and sister while point to the pictures
Pb. p.7, ex.1
Cody and Tara are their and repeat, chorally
friends. Carlos has got a dog and/or individually.
called Chico!
Read out the example. A pupil from the class
says: Hello, (Ulan).
Divide the class into groups.
The pupil at the front
The pupils act out similar
has to guess who it is
dialogues. Go around the Activity book
and respond: Hello,
classroom providing any
(Sultan). If (Ulan)
necessary help. Ask some
guesses correctly,
groups to come to the front of
(Sultan) takes his
the classroom and act out
place at the front and
their dialogues.
the game continues.
Play the Guess Who? game. e.g. Sultan: Hello, IWB
(Ulan)! Ulan: Hello, (Whiteboard)
Ask a pupil to come to the (Sultan)! etc
front of the classroom with Pb. p.7,
their back to the class.
ex.2-3
Conclusion during the lesson
some tasks differentiated by
outcomes of the students and
by their abilities.
End of the FEEDBACK Poster
lesson Traffic light method is used to Success
find out was the lesson clear or
8 min
not. Use the stickers.

Emoticons

Module 1: Hello English! School:

Lesson 2
Stages / Time Teachers actions Students’ actions Assessment Resources
criteria

Beginning of Organization moment: The teacher

the lesson
Welcome the pupils and Pupils say Hello. assesses
Warming-up introduce the topic of the learners for their
lesson. ability.
7 min
e.g., Pupil 1: Hello, I’m
Warming up “Good job!
(Ulan). (points to name
Revise the language of the tag) Well done!”
previous lesson. Ask
Pupil 2: Hello, I’m Formative
individual pupils to tell you
(Assel). (points to name Assessment Picture
their names. e.g. Teacher:
tag) etc
Hello! I’m (Miss Sharipova). Audio CD
What’s your name? Pupil 1:
Hi. I’m Ulan. Etc

Emoticons

Middle of the Present and practise The pupils listen and

lesson colours. point to the colours.
Presentationa Present the new vocabulary. The pupils listen, point
nd Practice. to and repeat the colours,
Introduction for ways to Emoticons
chorally and/or
30 min present the new vocabulary. IWB
individually.
(Ex 1 p 8 PB) Plays the audio.
(Whiteboard)
Plays the audio a second time,
pausing after each word. Ask
individual pupils to point to
and say the colours.

Practises talking about Pupils practise talking Activity book

one’s favourite colour. about their favourite
colour. Go around the
What’s your favourite colour?
classroom providing any
Does a class survey and find
necessary help. Invite
out which is the most popular
some pairs to come to
colour with boys and which is
the front of the
with girls. Explains that we
classroom and act out
shouldn’t categorise colours Emoticons
their dialogues.
based on gender.
Refer the pupils to the
Listen and colour. (Track
 04) flowers and explain the
activity.
Play the audio, twice, if
necessary. The pupils listen and
colour the flowers
according to what they
hear. Check their
answers.
End of the FEEDBACK Poster
lesson Traffic light method is used to Success
find out was the lesson clear or
8 min not. Use the stickers.

Emoticons

Бекітілді:

Module 1: Hello English! School-lyceum: 10

Lesson 3

Date:16.09.2024 Teacher name: Auezkhan Z

Grade: 3 Б, В, Г, Е Number present: absent:

Lesson theme I can talk about my friends.

Learning objectives 3.3.3.1 understand short, simple instructions used in familiar everyday contexts.
3.3.2.2 deduce the meaning of a word in a picture or icon on a limited range of
topics;
3.3.1.1 recognize sounds and name the letters of the alphabet.

Lesson objectives Learners will be able to:

⮚ use the verb ‘to be’ for presenting personal information and
description of people and things;
⮚ use personal subject pronouns in a limited range of familiar topics;

⮚ use words and short simple phrases to complete a written text at a

sentence level;
Plan
Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: Pupils practise The teacher

the lesson talking about their
Welcome the pupils assesses learners for
favourite colour. Go
Warming-up their ability.
Warming up around the
10 min classroom providing “Good job!
Revises the language of the any necessary help.
previous lesson. Invite some pairs to Well done!”
Asks pupils to name as many come to the front of Formative Assessment
colours as they can the classroom and
remember. Then asks them to act out their
come to the front of the dialogues.
classroom in pairs and asks
each other about their
favourite colour. Repeats with
as many pupils as she(he)
feels necessary.
Play the Fizz and Buzz Picture
game. Emoticons Audio CD
At the beginning of the game,
de
cide which numbers represent
“fizz” and which represent
“buzz” (e.g. 2 is “fizz”, 3 is
“buzz”, 6 is “fizz”, 10 is
“buzz”, etc) and write them
on the board. Individual
pupils start to say the
numbers 1-10 in sequence.
Pupils who forget to say
“fizz” or “buzz”, or who say
the wrong number, are out.
The last pupil standing is the
winner!
Divide into 2 groups.
Middle of the Circle. Photocopies
lesson of the story
To present and practise the The pupils repeat
cards
Presentationa verb ‘to be’ (singular) and after teacher.
nd Practice. short answers. from the
Books open. Teacher’s
30 min Books closed. Points to Resource
Go through the
herself (himself) and says: I Material,
Grammar box
am a teacher. one set
briefly. Read the
IWB
Writes I am on the board. instructions and Emoticons
Points to a pupil and says: explain the activity.
You are a pupil.
Allow some time to
Writes You are on the board. circle the right
Follows the same procedures answer. Check their
and present the rest of the answers.
singular form of the
verb to be and how the
affirmative short forms are
made. Following the same
procedure present the
negative and interrogative
forms of the verb to be
(singular).
Drill your pupils:
e.g. Teacher: I/ten
Pupil 1: I am ten.
Teacher: he/nine?
Pupil 2: Is he nine?
Teacher: you/not/five
Pupil 3: You aren’t five. etc
To present and practise Yes, it is. Ss evaluate each other IWB
questions and short answers. and encourage
The pupils repeat
classmate with
Books closed. Holds up a after teacher.
phrases like:
pencil and says: Is it a pencil?
Well done!
Hold up a book and say: Is it
No, it isn’t. The
a schoolbag? Brilliant!
pupils repeat after
teacher. Good job!
Explains to the pupils that in I like it!
short answers we use Yes or
No, the subject pronoun
and the verb form is/isn’t, Pupil 1: Is it a
are/aren’t. pencil? /Is it green?
Pupil 2: Yes, it
is. /No, it isn’t.
Assess with medal
Books open. Ex 1 p 13
work in pairs.
Well done!
Teacher reads the instructions
The pupils listen and Brilliant!
and explains the activity.
write the correct
Allows the pupils some time Good job!
answers.
to complete it. Check their
answers. I like it!

Let’s play.
Pupils find and ask questions.
 Are you ……?
Formative
assessment
Alphabet “Ee”, “Ff”.

Pupils do tasks in the

worksheets.

Worksheets

End of the To consolidate the language Self-evaluation” method

lesson of the lesson. Invites pupils to
5 min come to the front of the
classroom and brings a
pen/pencil/book with them.
The pupils take turns asking
questions about the objects
they are holding.
Emoticons
Hometask: Exercise 2 p 13
Poster
Success
Module 1: Hello English! School:
Lesson 4

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme About me
Learning objectives 3.2.1.1 pronounce various sounds of phonemes and phoneme blends using
appropriate stress, rhythm, and intonation;
3.2.2.1 use isolated words and basic expressions to provide personal
information;
3.2.3.1 respond to basic questions with single words or short responses.
Lesson objectives Learners will be able to:
⮚ listen to and read a story about children meeting ROLO;

⮚ make a rainbow hat and play a game;

⮚ develop listening comprehension skills through a story.

Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: Pupil 1: He is Aidar. The teacher

the lesson Pupil 2: She is Dana.
To revise the language of the assesses learners for Class
Warming-up previous lesson. Pupil 3: It is a book. their ability. Audio;
track 05
7 min Points to herself and says: Pupil 4: Is it blue? “Good job!
photocopies
I’m (Miss Gulsara). Pupil 5: No, it isn’t. Well done!”
of the story
etc
Points to a pupil and says: Formative Assessment cards from
You are (Kanat). the
Teacher’s
Encourages pupils to makes Resource
sentences using the singular Material,
form of the verb to be in all one set per
its forms. pupil, for
Ex. 2
(Extension
To present The Rainbow Activity);
Emoticons
 story.
Read the title and elicit its Class: Cody.
meaning, in L1 if necessary.
Go through the pictures and
set the scene.
e.g. Teacher: (pointing to
Cody in picture
1) Who’s this?

Middle of the Teacher: (pointing to Elsa) Class: Elsa.

lesson Who’s this?
The
Presentationa Teacher: Yes.
Rainbow
nd Practice.
They’re in the garden. hat template
Class: Grandma.
30 min (pointing to Grandma in from the
picture Pupils are evaluated Teacher’s
by collecting color
Resource
2) Who’s this? pencils
Material,
Teacher: Yes. (pointing to one set per
the rain) pupil, for
Ex. 3
Oh, no! Rain! Come in,
(Craftwork)
Cody! Come in, Elsa! etc
Teacher: (pointing to Elsa) Ss evaluate each other Activity
Who’s this? Class: Elsa. and encourage book
Teacher: Yes. They’re in the classmate with
garden.(pointing to Grandma phrases like:
in picture 2) Who’s this?
Class: Grandma. Teacher:
Yes. (pointing to the rain) Oh, Well done!
no! Rain! Come in, Cody! Pb p 12 ex
Come in, Elsa! Etc Brilliant!
1,2
Good job!

Follow the same procedure I like it!

and present the rest of the
story. Play the audio. The
pupils listen and follow along
in their books. Ask: How Pupils listen and
many colours are there? follow along in their
Write 5, 6 and 7 on the board. books.
Play the audio again. The
pupils listen and answer (7).
Time permitting, play the
audio a third time with pauses
for the pupils to listen and
repeat, chorally and/or IWB
individually. Check the The teacher evaluates
pupils’ pronunciation and Pupils listen and learners for their
intonation. If you wish, play answer (7). ability.
the animated video for he “Good job!
pupils to watch.
Well done!”

Pupils to listen and

To interpret visual
repeat, chorally
information.
and/or individually.
Explain the activity. The
pupils look at the pictures and
the story. Then they tick the
images they see in the story.
Check the pupils’ answers.

Craftwork
Make a rainbow hat. Play Pupils act out the
the Rainbow game. dialogue.

Hand out the photocopies of groups to come to

the Rainbow hat template, the front of the
one set for each pupil. If the classroom and act
template is not big enough, out their dialogues.
you can make an enlarged
photocopy of the template.
Guide the pupils through the
cutting out and stapling of the
paper bands to make a hat.
Then ask the pupils to colour
in the rainbows. Help the Pupils to colour in
pupils staple the rainbows the rainbows.
onto their hats. The pupils can
refer to the rainbow on p. 8 to pupils can refer to
see the order of the colours. the rainbow on p. 8
to see the order of
the colours.
In two teams, the pupils play
the Rainbow game. The
pupils put on their rainbow
hats. Pupils from each team
take turns pointing to a colour
on their rainbow hat (without
looking at it) and trying to
Pupils play the
guess which colour it is. Each
Rainbow game
correct guess wins a point.
The team with the most
points wins.
The pupils put on
their rainbow hats.
Pupils from each
team take turns
 pointing to a colour
on their rainbow hat
(without looking at
it) and trying to
guess which colour
it is.
End of the Ask the pupils to look at the Self-evaluation” method Poster
lesson story again and try to Success
8 min memorise as much as
possible. Explain to the pupils
that they are going to play a
memory game. Divide the
class into two teams, A and
B, and ask them to close their
books. Ask questions about
the pictures in the story. Each
correct answer gets one point.
The team with the most
points wins. e.g. Teacher:
Who is in the first picture?
Team A Pupil 1: Elsa and
Cody.
Teacher: Right. One point for
Team A.

Бекітілді:

Module 1: Hello English! School- lyceum: 10

Lesson 4
Date: 11.09.2024-3v Teacher name: Auezkhan Z
12.09.2024-3e
13.09.2024-3b
13.09.2024- 3g

Grade: 3 Number present: absent:

Lesson theme About me. Numbers 1 to 10
Learning objectives 3.2.1.1 pronounce various sounds of phonemes and phoneme blends using
appropriate stress, rhythm, and intonation;
3.2.2.1 use isolated words and basic expressions to provide personal
information;
3.2.3.1 respond to basic questions with single words or short responses.
Lesson objectives Learners will be able to:
⮚ present and use ordinal numbers 1-10 to count;

⮚ talk about age;

⮚ spell accurately a few high-frequency words;

⮚ understand basic personal questions and respond to them with single

words or short responses;
⮚ use isolated words and basic expressions to provide personal information
Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: Pupils tell part of the The teacher

the lesson story
To revise the language of assesses learners for
Warming-up the previous lesson. their ability.
15 min Ask the pupils, in L1 if “Good job! Class
necessary, to tell you which Audio; slips
Well done!”
part of the story they liked of paper
best and why. Ask them to Formative Assessment with
tell you how many colours numbers
there are in a rainbow and
1-10, one
name them. Then invite
slip per
pupils to come to the front of
pupil and a
the classroom and act out
box/jar for
parts of the story. Ask the rest Pupils vote on the
Ex. 3.
of the class to vote on the best best performance.
performance.
Emoticons
Middle of the To present numbers 1-10. The pupils listen and
lesson point to the numbers.
Present the new vocabulary.
Presentationa (See p. X of the Introduction
nd Practice. for ways to present the new
vocabulary.) Play the audio.
25 min
The pupils listen and point to The pupils listen, Pupils are evaluated Track 07
the numbers. Play the audio a point to and repeat by collecting color
second time, pausing after the numbers, pencils
each word. chorally and/or
individually.
How old are they? Listen and
write. (Track 07)
To practise numbers 1-10. Ss evaluate each other Activity
and encourage book
Say, as you write on the The pupils repeat
classmate with
board: How old are you? The after teacher.
phrases like:
pupils repeat after you.
Explain the meaning of the
Well done!
question, in L1 if necessary.
Pb.p13
Say: I’m ten. Repeat the Brilliant!
question and elicit answers The pupils listen and ex 1,2
Good job!
from around the class. Point write the correct
to the example and explain answers. I like it!
the activity. Play the audio,
twice if necessary. The pupils
listen and write the correct
answers. Check their answers.
Let’s play!
To practise talking about age
and numbers 1-10 through a
game. Put the slips of paper
with the numbers 1-10 in a
box or jar. Divide the class
into two teams, A and B. A
pupil from Team A picks a
slip of paper. The pupil from A pupil from Team The teacher evaluates
Team A must answer using B asks: How old are learners for their
the number on the slip of you? ability.
paper. The pupil from “Good job!
If he/she answers correctly, Team A must Well done!”
Team A gets a point and the answer using the
game continues with Team B number on the slip
picking a number. of paper.
Team A Pupil 1:
(picks number 8)
Team B Pupil 2:
How old are you?
Team A Pupil 1: I’m
 eight. etc

End of the Write numbers 1-8 on the Self-evaluation” method Poster

lesson board. Write a colour under Success
5 min each number.
1 red 5 blue 2 3 orange
yellow 6 white 7 black 4 The pupil who writes the most words wins
green and gets points
Elicit the numbers and the
colours. Ask the pupils to
close their eyes. Erase a
colour. Ask the pupils to open
their eyes and name the
numbers and the colours
(including the colour you
have erased). Repeat with the
second colour and so on until
all the colours have been
erased.

Бекітілді:

Module 1: Hello English! School- lyceum: 10

Lesson 6

Date: 18.09.2024-3В Teacher name: Auezkhan Z

19.09.2024- 3Е
20.09.2024-3Б
20.09.2024-3Г
Grade: 3 Number present: absent:
Lesson theme Project: All about me

Learning objectives 3.2.1.1 pronounce various sounds of phonemes and phoneme blends using
appropriate stress, rhythm, and intonation;
3.2.2.1 use isolated words and basic expressions to provide personal
information;
3.2.3.1 respond to basic questions with single words or short responses.
Lesson objectives Learners will be able to:
⮚ make a personal fact file;

⮚ spell accurately a few high-frequency words;

⮚ understand a range of short classroom instructions;

⮚ use isolated words and basic expressions to provide personal

information.
Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: The teacher

the lesson
To revise the language of the assesses learners for
Warming-up previous lesson. their ability.
10 min “Good job!
Pupils start to say
Play the Fizz and Buzz the numbers 1-10 in Well done!”
game. sequence.
Formative Assessment
At the beginning of the game,
de Class
Audio;
cide which numbers represent
“fizz” and which represent
“buzz” (e.g. 2 is “fizz”, 3 is
“buzz”, 6 is “fizz”, 10 is
“buzz”, etc) and write them Pb.14
on the board. Individual
pupils start to say the Ex1.2.3
numbers 1-10 in sequence.
When they come to a number
assigned to “fizz” or “buzz”,
they say these words instead
of the number in the
sequence. Pupils who forget
to say “fizz” or “buzz”, or
who say the wrong number,
are out. The last pupil
standing is the winner!
Middle of the PROJECT (Social Science) The pupils read the
lesson fact file and
Point to Aizhan’s project and
complete the
Presentation ask: What's her favourite
sentences. Check
part. colour? Elicit: (Her favourite
their answers. Track 07
colour is) purple. Explain the
30 min
activity. The pupils read the Pupils are evaluated
fact file and complete the by collecting color
sentences. Check their pencils
answers.
Suggested answer Ss evaluate each other Activity
key and encourage book
Tell the class.
classmate with
• I’m eight years old.
Read the questions aloud. phrases like:
•I’m in the 3rd
Invite individual pupils to
grade.
answer them.
• My best friend is Well done!
Nurlan.
Brilliant!
• My favourite
Good job!
To consolidate the language colour is green.
of the module through a I like it!
project.
Do an All About
Me! project. Present
Explain the activity. The it to the class.
pupils do their own project in
class or for homework. They
can use Aizhan’s project as a e.g My name is The teacher evaluates
model. Kairat. I am 8 years learners for their
old. I am in the 3rd ability.
grade.
“Good job!
The pupils do their own
project in class or for Well done!”
homework

FA

Introduce the letters “G”,

“H”.
Students write the
letters in worksheets
End of the Ask one of the pupils to come Emoji Self-Assessment Poster
lesson to the front of the classroom Success
5 min and introduce themselves
(e.g. My name is … . I’m …
years old. etc) or, if they are
shy, have one of their
classmates introduce them
(e.g. His name is … . He’s …
years old. He is in the …
grade. etc).
Module 1: Hello English! School:
Lesson 7

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme CLIL. Sounds and words. SAU №1
Learning objectives 3.4.1.1 spell accurately a few high-frequency words;
3.4.2.2 use words and short simple phrases to complete a written text at a
sentence level.
3.5.1.8 use personal subject and object pronouns in a limited range of familiar
topics.
Lesson objectives Learners will be able to:
⮚ explore English through other subject areas

⮚ distinguish between primary and secondary colours;

⮚ deduce the meaning of a word in a picture or icon on a limited range of

topics.
⮚ do the tasks of SAU №1
Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: The teacher Class

the lesson Audio;
To revise the language of the Pupils repeat after assesses learners for
Warming-up previous lesson. teacher. Repeat with their ability.
the rest of the items.
7 min Ask the pupils to present their “Good job!
The pupils then
projects to the class. Make
colour in the pictures Well done!”
sure you display their work in
using the
the classroom. Then help the Formative Assessment
corresponding
pupils file them in their
colours.
Language Port folios.
Point to the first row and say:
Red and yellow make orange!
 Present the song. Say, as you
point: Get ready to mix! Red
and yellow make orange! The
pupils repeat after you. Emoticons
Follow the same procedure
and present he rest of the
song. Play the audio. The
pupils listen and point to the
colours in their books. Play
the audio again. Encourage The pupils listen and
the pupils to listen and sing point to the colours
along. If you wish, play the in their books.
animated video for the pupils
to watch and sing along.

Pupils to watch and

sing along.
Middle of the Books closed. Draw a simple Pupils repeat after
lesson sketch of an ant on the board. teacher
Point to it and say: \œ\ – \
Presentation
œnt\. The pupils repeat after
part.
you. Write the letter a on the
30 min board and demonstrate how it
is written. Follow the same Pupils are evaluated
by collecting color Slips of
procedure for bed, cap, dog,
pencils paper with
egg, fox, goat and hen. Say
the words
the sounds in random order.
ant, bed,
Ask the pupils to say the
cap, dog,
words.
egg, fox,
Books open. Play the audio. goat and
The pupils listen, point to the hen for
pictures and repeat the sounds Ending the
and the words. Allow the Lesson
pupils some time to trace the
letters and complete the The pupils listen,
activity. point to the pictures
and repeat the
sounds and the
words.
To recognise and practise Ss evaluate each other Activity
the sounds of the letters; to and encourage book
practise phonemes and classmate with
phoneme blends. phrases like:
Refer the pupils to the
pictures. Ask: What’s this?
Well done!
Elicit answers: It’s a bed. It’s
a dog. Ask the pupils to say Pupils to say what Brilliant!
what letters they can see.
 Then the pupils draw lines letters they can see. Good job!
connecting the right letters in
I like it!
order to form the words bed
and dog, and write the words. Pupils draw lines
Ask individual pupils to say connecting the right
the letters and the words. Play letters in order to
the audio. The pupils listen form the words bed
and check their answers. and dog, and write
the words.
The teacher evaluates
learners for their
The pupils listen and ability.
check their answers. “Good job!
Well done!”

End of the Prepare slips of paper with Emoji Self-Assessment Poster

lesson the words (ant, bed, cap, etc). Success
8 min Write the letters a-h on the
board. Hand out the slips of
paper. Ask the pupils to come
to the board and stick their
word under the correct letter.
Ask the rest of the class for
verification.

Module 1: Hello English! School: 24

Lesson 8

Date: 26.09.2024 Teacher name: Mendaliyeva A

Grade: 3 Number present: absent:

Lesson theme Check point
Learning objectives 3.5.1.2 use the verb to be for presenting personal information and describe
people and things
3.5.1.3 use cardinal numbers 1-10; 11 - 20; 21 – 100;
3.5.1.8 use personal subject and object pronouns in a limited range of familiar
topics.
Lesson objectives Learners will be able to:
⮚ revise and consolidate the language of the module

⮚ spell accurately a few high-frequency words;

⮚ use words and short simple phrases to complete a written text at a

sentence level..
Plan

Stages / Teachers actions Students’ actions Assessment Resourc

Time criteria es

Beginni Do a quick revision of what pupils The teacher

ng of the have learnt in the module by
assesses
lesson asking them questions.
learners for
Warmin e.g. Teacher: What’s your their ability.
g-up favourite colour?
“Good job!
7 min Pupil 1: Blue. Activity
Well done!”
Teacher: How old are you? Pupil book
Formative
2: I’m eight years old. Etc
Assessment
Unscramble the letters and write IWB
the colours. Colour.
Read the instructions and explain
the activity. Allow the pupils time Pb 17 ex
to unscramble the letters, write the 1
colours and then colour the Pupils find unscramble letters,
balloons accordingly. Check their write the colours and then colour
answers. the balloons accordingly

Emoticons

Middle Look, read and underline

of the
lesson
Read the example and explain the Pupils count the candles on the Pb 17 ex
Presenta
activity. The pupils count the birthday cakes, read the 1
tion part.
candles on the birthday cakes, read sentences and underline the
30 min the sentences and underline the correct answer.
correct answer. Allow them some
time to complete the activity.
Check their answers.
 Say the sight words, one at a time, The pupils listen and repeat. Individual
and write them evaluation

on the board. Play the

audio.

End of Extension Activity Extension Activity Poster

the Success
lesson Ask the pupils to go through the Ask the pupils to go through the module, find and
module, find and circle any of the circle any of the sight words they can see.
8 min sight words they can see. Ss use their stickers to show their knowledge
according to the lesson
Green- I understood
Yellow-I have some questions
Red-I need a help.
Module2: My school School:
Lesson 9

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme My schoolbag
Learning objectives 3.1.1.1 recognise the sounds of phonemes and phoneme blends in words;
3.1.2.1 recognise familiar words with visual support;
3.1.4.1 understand basic personal questions;
3.1.4.2 understand simple descriptions of people, actions, and objects with visual
support.

Lesson objectives Learners will be able to:

⮚ identify and describe school things;

⮚ practise talking about school things;

⮚ recognise familiar words with visual support;

⮚ identify some familiar words on illustrations/pictures in common

everyday situations.
 Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: The teacher

the lesson
Hand out the completed assesses learners
Warming-up Progress Report Cards for the for their ability.
previous module and ask the
7 min “Good job! Class Audio;
pupils to file them in their Pupils look at the
Language Portfolios. picture and tell what Well done!”
they can see
Formative
Assessment
Ask the pupils to look at the
picture on page 18 and tell page 18
you what they can see, in L1
if necessary. Point to the title
of the module and say: My The pupils repeat,
School. The pupils repeat, chorally and/or
chorally and/or individually. individually.

Emoticons

Middle of the Introduce school things. The pupils listen and Completed
lesson point to the pictures. Progress
Present the new vocabulary.
Report Cards
Presentation
Play the audio. The pupils for Beginning
part.
listen and point to the the Lesson;
30 min pictures. Play the audio a
second time, pausing after Pupils are
each word. evaluated by Class Audio; a
The pupils listen,
collecting color
point to and repeat soft ball for
pencils
the school things, Ending the
chorally and/or Lesson
individually. (Extension
Activity).
Refer the pupils to the picture Ss evaluate each Ex.1,2,3p19
and elicit the school things. other and
PB
Explain the activity. Play the encourage
audio, twice if necessary. The classmate with
pupils listen and tick the phrases like:
Audio track 12
items they hear. Check their
answers.
Well done!
Further practise school
things through a song. Brilliant!
Present the song. Say: Get Good job!
 your schoolbag, it’s school I like it!
again!
Have the pupils repeat after
The pupils listen and
you. Follow the same
follow along in their
procedure and present the rest
books.
of the song. Play the audio.
The pupils listen and follow
along in their books. Play the The teacher
audio again and encourage evaluates learners
the pupils to sing along. If for their ability.
you wish, play the animated “Good job!
video for the pupils to watch Pupils watch and
sing along. Well done!”
and sing along.
Ask the pupils to have a
pencil, a pen, a ruler and a
pencil case ready. Play the
audio.
Consolidate the language of
the lesson. The pupils sing
Invite a pupil to the front of along and hold up or
the classroom. Whisper a point to the school
school thing in their ear. The things as they hear
pupil mimes an action for the them.
rest of the class to guess what
the school thing is. Repeat
with as many pupils as you
feel necessary. Pupil mimes an
e.g. Teacher: (whispers the action for the rest of
word ‘schoolbag’) the class to guess
what the school
Pupil 1: (mimes opening an thing is.
imaginary schoolbag, putting
things in, closing it and
putting it on his/her back)
What’s this?
Class: It’s a schoolbag!
End of the Play Basketball. Each team gets point for the correct Poster
lesson answers Success
Divide the pupils into two
8 min teams, A and B. Choose a
pupil from Team A. Show
them a school thing and elicit
the name of the thing. If the
pupil answers correctly, give
them a soft ball and have
them take a shot at the
‘basket’ (bin). If the pupil
gets the ball in the bin, their
 team gets a point. Continue
the game with a pupil from
Team B. The team with the
most points wins the game.

Module2: My school School:

Lesson 10

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme Numbers
Learning objectives 3.5.1.2 use the verb to be for presenting personal information and describe
people and things
3.5.1.3 use cardinal numbers 1-10; 11 - 20; 21 – 100;
3.5.1.8 use personal subject and object pronouns in a limited range of familiar
topics.

Lesson objectives Learners will be able to:

⮚ present numbers 11-20;

⮚ recognise familiar words with visual support;

⮚ identify some familiar words and signs on illustrations/pictures in

common everyday situations;
⮚ use cardinal numbers 1-10, 11-20 to count.
Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: The teacher Class Audio;

the lesson
To revise the language of the Pupils to sing along assesses learners Track 12
Warming-up previous lesson. Write the for their ability.
number cards
song from the previous lesson
7 min “Good job! 0-10,
on the board and erase the
school things. Play the audio Well done!” one set per
(Track 12) with pauses for the group, for
pupils to name the missing Ending the
school things. Write the Lesson
answers on the board. Then (Extension
play the audio again and Activity).
invite the pupils to sing along.
 Emoticons
Formative
Assessment

Middle of the Present the new vocabulary. The pupils listen and
lesson point to the numbers.
Play the audio. The pupils
Presentation listen and point to the
part. numbers. Play the audio a
second time, pausing after
30 min
each word. The pupils listen, Pupils are IWB
point to and repeat the evaluated by
numbers, chorally and/or The pupils listen,
collecting color
individually. point to and repeat
pencils
the numbers,
chorally and/or
individually.
Present and practise doing Teacher can assess
sums. pupils with these
cards:
Refer the pupils to the picture
and elicit the school things.
Read the example.
Write on the board and say: Pupils complete the
Ten + ten = twenty (Ten plus activity.
Ex 1,2 p20 PB
ten is twenty). Underline the
symbols in bold. Explain to
the pupils that we use + (plus)
to add numbers. Read the
instructions and explain the
activity. Allow the pupils
some time to complete the
activity. Check their answers.
End of the Play the Twenty Game. Each team gets point for the correct Poster
lesson answers Success
Divide the pupils into groups
8 min and give each group a set of
number cards (0-10).
Players in each group draw
cards from their set and lay
them down, one at a time.
The players add up the
numbers so the answer is 20
or under. If they exceed 20,
they lose a point.
e.g. Group 1
 Pupil 1: (draws and lays
down number 2, then calls it
out) Two! Group 1
Pupil 2: (draws number 8)
Eight! Two plus eight is ten!
Group 1
Pupil 3: (draws number 10)
Ten! Ten plus ten is twenty!

Module2: My school
School:
Lesson 11

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme I can identify school things.
Use of English: plurals
Learning objectives 3.4.1.1 spell accurately a few high-frequency words;
3.4.2.1. follow word order rules in short statements;
3.4.2.2 use words and short simple phrases to complete a written text at a
sentence level;

Lesson objectives Learners will be able to:

⮚ use demonstrative pronouns this, these, that and those to indicate things
in closed questions with support;
⮚ identify some familiar words and signs on illustrations/pictures in
common everyday situations;
⮚ identify some familiar words and signs on illustrations/pictures in
common everyday situations;
⮚ spell accurately a few high-frequency words; to use singular and plural
nouns.
Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: The teacher Class Audio;

the lesson
Revise the language of the Individual pupils assesses learners Track 12
Warming-up previous lesson. start to say the for their ability.
numbers 1-20 in
7 min Play the Fizz and Buzz game. “Good job!
sequence.
At the beginning of the game,
Well done!”
decide which numbers
represent “fizz” and which
represent “buzz”
(e.g. 2 is “fizz”, 3 is “buzz”, 6 number cards
is “fizz” 11 is “buzz” etc) and 0-10,
write them on the board.
Individual pupils start to say one set per
the numbers 1-20 in group, for
sequence. When they come to Emoticons Ending the
a number assigned to “fizz” Lesson
or “buzz”, they say these Formative (Extension
words instead of the number Assessment Activity).
in the sequence (e.g. One,
“fizz”, “buzz”, four, etc).
Pupils who forget to say
“fizz” or “buzz”, or who say
the wrong number, are out.
The last pupil standing is the
winner.
Middle of the Write the plurals. To The pupils repeat
lesson present and practise after teacher
plurals.
Presentation
part. Books closed.
30 min Hold up a pen, say and write:
pen. Then hold up two pens, Pupils are
say and write pens and evaluated by
collecting color
underline -s. The pupils
pencils
repeat after you. Explain/
Elicit that we form the plural Pupils write the
form of some nouns by plurals.
adding an -s at the end of the
noun. Books open. Explain
the activity. Allow the pupils
some time to write the
plurals. Check their answers.
To present and practise Teacher can assess Ex 1,2,3 p21
‘this/that is, these/those are pupils with these PB
cards:
Books closed.
Say and write on the board:
This is a pen. Underline the
word in bold and elicit its Pupils look at the
meaning Say and write: That pictures, read the
is a pencil. Underline the sentences and circle
world in bold and elicit its
 meaning (i.e. for persons or the correct words
things that are far from us).
Next, write the sentences in
the plural. These are pens.
Those are pencils. Elicit that
these and those are the plural
forms of this and that, and are
used in the same way as the
singular forms. Books open.
Read the instructions and
explain the activity. Allow
the pupils some time to look
at the pictures, read the
sentences and circle the
correct

Play the Stand and point!

game.
To practise ‘this/that –
these/those’ through a game.
Divide the pupils into two
teams, A and B. A pupil from
Team A stands near or far
from various items.
A pupil from Team B has to
form a sentence using the
right demonstrative pronoun.
Each correct answer gets a
point. Alternatively, the
pupils can play the game in
pairs. e.g. Team Pupils play the game
A Pupil 1: (standing near two
pencils and pointing to them)
Team B Pupil 1: These are
pencils. Teacher: Correct!
One point for Team B. Team
B, it’s your turn now. etc
End of the Play the This, That, These, Each team gets point for the correct Poster
lesson Those touch game. Cut two answers Success
8 min pieces of paper in half (four
halves in total). Write a
demonstrative pronoun on
each half. Put one up on each
wall of the classroom. Divide
the pupils into two teams, A
and B. Point to an item or Pupils use their stickers to show their
items in the class, near or far knowledge according to the lesson
from you. A pupil from either
 team has to run/walk and
touch the corresponding piece
of paper/wall. Encourage the
pupils to say the sentence
when they touch the right
piece of paper/ wall. Each
correct answer gets a point.
The team with the most
points wins

Module2: My school School:

Lesson 12

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme School again
Learning objectives 3.4.1.1 spell accurately a few high-frequency words;
3.4.2.2 use words and short simple phrases to complete a written text at a
sentence level.
3.1.1.1 recognise the sounds of phonemes and phoneme blends in words;

Lesson objectives Learners will be able to:

⮚ listen to and read a story about the characters’ first day back at school;

⮚ make a dice and play a game; t

⮚ spell accurately a few high-frequency words..

Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Ask individual pupils to The teacher

the lesson choose one or more school
Pupils to listen and assesses learners
things, stand close or further
Warming-up repeat, chorally for their ability.
away from it/them and make
and/or individually.
7 min sentences using this/that, “Good job!
these/those. e.g. Class Audio;
Well done!” photocopies of
Pupil 1: (pointing to a book, the story cards
standing at a distance from it) Formative
from the
That is a book. Assessment
Teacher’s
The pupils listen and Resource
Pupil 2: (pointing to some
answer (sharpener, Material,
pencils, standing close to
them) These are pencils. Etc schoolbag,
one set per
notebook, ruler).
pupil, for Ex. 2
Follow the same procedure
(Extension
and present the rest of the
story. Play the audio. The
 pupils listen and follow the Activity);
story in their books. Write
sharpener, book, rubber,
schoolbag, pen, notebook,
and ruler on the board. Ask
the pupils to tell you the
school things they hear. Play
the audio again. The pupils
listen and answer (sharpener,
schoolbag, notebook, ruler).
Time permitting, play the
audio a third time with pauses
for the pupils to listen and
repeat, chorally and/or
individually. Check the
pupils’ pronunciation and
intonation.

photocopies of
the Dice
template from
the Teacher’s
Resource
Material, one
set per pupil
for Ex. 3
(Craftwork).
To check the pupils’
comprehension of the story.
Middle of the
Explain the activity. The
lesson
pupils read the story again
Presentation and complete the missing
part. letters. Then they look at the
pictures in the story and circle Pupils are
30 min evaluated by
the correct answers. Check
their answers. collecting color
pencils
• For stronger classes: In Pupils act out the Teacher can assess
groups, the pupils act out the dialogue. pupils with these
dialogue. Allow them some cards:
time to rehearse their
exchanges. Invite some
groups to come to the front of
the classroom and act out
their exchanges. Provide any
necessary help.
 • For weaker classes: Hand
out the photocopies of the
story cards, one set per pupil.
Ask the pupils to colour them
in. Play the story with pauses.
The pupils listen and hold up Hand out the
the corresponding photocopies of the
story cards, one set
Make a dice. Play the Get per pupil.
ready for school game
Hand out the photocopies of
the Dice template. Guide the
pupils through the cutting out
and gluing of the dice. In
pairs, the pupils play the Get
ready for school game. Each
pair has got a completed dice
and each pupil has got a Get
ready for school grid. The
pupils take turns rolling the
dice. Based on which school The pupil that fills in
thing appears on the dice, all the columns in
they name it and write it in the grid first, is the
the corresponding column on winner
their Get ready for school
grid. If an instruction appears
(e.g. Miss a turn!), the pupils
follow it. The pupil that fills
in all the columns in the grid
first, is the winner
End of the Ask the pupils to look at the Each team gets point for the correct Poster
lesson story again and try to answers Success
8 min memorise as much as
possible. Explain to the pupils
that they are going to play a
memory game. Divide the
class into two teams, A and
B, and ask them to close their
books. Ask questions about Pupils use their stickers to show their
the pictures in the story. Each knowledge according to the lesson
correct answer gets one point.
The team with the most
points wins
Module2: My school School:
Lesson 13

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme Vocabulary: Adjectives SAU №2
Learning objectives 3.1.2.1 recognise familiar words with visual support;
3.1.3.1 understand a range of short classroom instructions;
3.1.4.1 understand basic personal questions

Lesson objectives Learners will be able to:

⮚ revise colours and school things

⮚ practise describing school things;

⮚ ecognise familiar words with visual support;

⮚ understand basic personal questions;

⮚ use ‘have got’ on a limited range of familiar topics:

⮚ do the tasks of SAU №2

Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Revise the language of the Pupils come to the The teacher Audio track 15
the lesson previous lesson. Ask the front of the
assesses learners
pupils, in L1 if necessary, to classroom and act
Warming-up for their ability.
tell you which part of the out parts of the
7 min story they liked best and why. story. “Good job!
Ask them to tell you if they
would like to have a robot Well done!”
like ROLO. Then invite Formative
pupils to come to the front of Assessment
the classroom and act out
parts of the story. Ask the rest
of the class
 Listen, point and repeat. Say
the words in your language.
Listen, point and repeat.
Say the words in your
language.
Present the new vocabulary. Resource
(See p. X of the Introduction The pupils listen and Material, one
for ways to present the new point to the pictures. Pupils are set per pupil
vocabulary.) Play the audio. evaluated by
The pupils listen and point to collecting color
the pictures. Play the audio a pencils
second time, pausing after
each word. The pupils listen,
point to and repeat the The pupils listen,
adjectives, chorally and/or point to and repeat
individually. Then ask the the adjectives,
pupils adjectives to say the chorally and/or
Middle of the
words in their language. Elicit individually.
lesson
answers from individual
Presentation pupils. Ask the rest of the
part. class for verification.
30 min
Listen and colour.
To practise school things and
descriptive adjectives.
Quickly revise colours by
pointing at different
classroom objects, e.g. What
colour is this? It’s blue.
Explain the activity. Elicit the
school items. Tell the pupils
they will listen and colour in
Track 16
the school things. Play the
Pupils listen and
audio, twice if necessary. The
colour
pupils listen and colour.
Check their answers.
Talk with your friend. Pupils think of a Teacher can assess IWB
school thing and ask pupils with these
Practise describing objects. cards:
their partners to
Read out the example. The draw it.
pupils think of a school thing
and ask their partners to draw
it. Tell them to use the
adjectives from Ex. 1 as well
as colours. Go around the
classroom providing any
necessary help. Ask some
pupils to come to the front of
 the classroom and act out the
dialogue
End of the Consolidate the language of Each team gets point for the correct Poster
lesson the lesson. Point to a pupil answers Success
8 min and ask: What colour is your
(ruler)? Is it big or small?
Elicit answers. Repeat with as
many pupils as you feel
necessary.

Pupils use their stickers to show their

knowledge according to the lesson

Module2: My school School:

Lesson 14

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme CLIL. Sounds and words PE.
Learning objectives 3.2.4.1 provide simple descriptions of people, and objects.
3.5.1.9 use imperative forms to give short instructions on a limited range of
familiar topics;
3.5.1.11 use has got/ have got; there is/are in a limited range of familiar topics;
3.5.1.14 use basic prepositions of place.

Lesson objectives Learners will be able to:

⮚ explore English through other subject areas (PE);

⮚ introduce and practise giving and following classroom instructions;

⮚ recognise name and produce the sounds of the letters i-q;

⮚ recognise the sounds of phonemes and phoneme blends in words;

⮚ pronounce various sounds of phonemes and phoneme blends using

appropriate stress
 Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Ask the pupils to present their Pupils present their The teacher Class Audio
the lesson projects to the class. Make projects to the class
assesses learners
sure you display their work in
Warming-up for their ability.
the classroom. To introduce
7 min classroom instructions. “Good job!
Present the new vocabulary.
Well done!”
Play the audio. The pupils
listen and point to the The pupils listen and Formative
Resource
pictures. Play the audio a point to the pictures. Assessment
Material, one
second time, pausing after set per pupil
each phrase.
The pupils listen,
To present letters i-q, their point to and repeat
sounds and words that start the classroom
with these sounds. instructions, chorally
Books closed. and/or individually.

Draw a simple sketch of an igloo on the board. Point to it and say: \I\ \"IgluÜ\. Write the letter o

pupils say the words.

Books open. Play the audio.
The pupils listen, point to the
pictures and repeat the sounds
and the words. Say a sound.
The pupils say the
corresponding words. Repeat
with the other sounds and
The pupils listen,
words. Allow the pupils some
point to the pictures
time to trace the letters and
and repeat the
complete the activity.
sounds and the
 words
listen to the song and circle Pupils sing a song
the right pictures in Ex. 1.
Middle of the Then sing the Are you ready Ex 1 pb
lesson to move? song. Mime the
Class Audio
Presentation actions! (Track 18)
part. Track 18
recognise and practise the Pupils are
30 min sounds of the letters; to evaluated by
practise phonemes and collecting color
phoneme blends. pencils
Ask the pupils what they can The pupils listen and Teacher can assess
see in picture 1 (milk). Repeat write the letters for pupils with these
with pictures 2 and 3. Play each word. cards:
the audio, twice if necessary. Class Audio
The pupils listen and write
the letters for each word. Pupils say the letters Track 20
Then they say the letters and and the words
the words chorally and/or chorally and/or
individually. individually.
End of the Lip reading (Game): Mouth a Poster
lesson word, e.g. kite. The pupils Success
Pupils use their stickers to show their
8 min read your lips and say the
knowledge according to the lesson
word and the initial sound.
Exaggerate as much as you
can, to help the pupils
understand the word. Repeat
with the rest of he words

Module2: My school School:

Lesson 15

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme SAT № 1
Learning objectives 3.1.2.1 recognise familiar words with visual support;
3.2.3.1 respond to basic questions with single words or short responses.
3.3.3.1 understand short, simple instructions used in familiar everyday contexts.
3.4.3.1 create a poster or write a postcard, using words and simple phrases.
3.5.1.11 use has got/ have got; there is/are in a limited range of familiar topics;

Lesson objectives Learners will be able to:

⮚ Lesson Objectives will be determined in accordance with the chosen

⮚ Learning Objectives before. The teacher creates the tasks reflecting the

⮚ Lesson Objectives and describes the test procedure in Specification of

the Summative Assessment for the Term.

Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: Pupils listen to the The teacher

the lesson teacher and do the
Welcomes the pupils and assesses learners
tasks.
Warming-up introduce the topic of the for their ability.
lesson.
3 min “Good job!
Creates a positive psychological
environment. Well done!”
Formative
Assessment Whiteboard
Middle of the LISTENING
lesson Task. 1 worksheets
Presentationa READING
nd Practice.
Task 2
40 min
WRITING
Track
Task 3

End of the
lesson
2 min

Module2: My school School:

Lesson 16

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme Checkpoint.

Learning objectives 3.1.1.1 recognise the sounds of phonemes and phoneme blends in words;
3.2.4.1 provide simple descriptions of people, and objects.
3.3.2.1 identify some familiar words and signs on illustrations /pictures in
common everyday situations;
3.4.3.1 create a poster or write a postcard, using words and simple phrases.
3.5.1.9 use imperative forms to give short instructions on a limited range of
familiar topics;

Lesson objectives Learners will be able to:

⮚ revise and consolidate the language of the module;

⮚ spell accurately a few high-frequency words;

⮚ use demonstrative pronouns this, these, that and those

⮚ indicate things in closed questions with support.

 Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: The teacher

Pictures
the lesson
Revise the language of the assesses learners
Warming-up module. for their ability.
7 min Do a quick revision of what “Good job!
the pupils have learnt in the
Well done!”
module by asking them
questions.
e.g. Teacher: (pointing to a
school item nearby)
What’s this?
Class: It’s a book.
Teacher: What colour is it?
Class: It’s yellow. etc

Middle of the Look, read and number. Pupils complete the IWB
lesson activity.
Refer the pupils to the P.B. p.29,
Presentationa pictures and elicit the school ex.1.
nd Practice. items. Read the example and Teacher assesses
explain the activity. Allow pupils with these
30 min cards:
the pupils some time to
complete the activity. Check
their answers

The pupils look at the

pictures, read the
P.B. p.29,
sentences and write
ex.2.
down their answers.

Look, read and write.

Refer the pupils to the
pictures and elicit what they
can see. Read the example
and explain the activity. The
pupils look at the pictures, P.B. p.29,
read the sentences and write ex.3.
down their answers. Allow
the pupils some time to The pupils look at the
complete the activity. Check pictures, read the
their answers. sentences and underline
 Look, read and underline. the right answers
Read the example and explain
the activity. The pupils look
at the pictures, read the
sentences and underline the
right answers. Allow the
pupils some time to complete
the activity. Check their
answers.
Pupils are
evaluated with
phrases:
Well done!
Brilliant!
Good job!
I like it!
End of the FEEDBACK Poster
lesson Traffic light method is used
to find out was the lesson Success
8 min clear or not. Use the stickers.

Module 3: People I love. School:

Lesson 1

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme My family
Learning objectives 3.1.2.1 recognise familiar words with visual support;
3.2.2.1 use isolated words and basic expressions to provide personal
information;
3.2.3.1 respond to basic questions with single words or short responses;
3.2.3.3 make introductions and requests in basic interaction with others;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts.
3.5.1.2 use the verb to be for presenting personal information and describe
people and things on a limited range of familiar topics;
Lesson objectives Learners will be able to:
⮚ identify and talk about family members;

⮚ learn about family values through a poem;

⮚ to recognize familiar words with visual support;

⮚ understand short, simple instructions used in familiar everyday contexts;

⮚ use isolated words and basic expressions to provide personal

information;

Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: The teacher Pictures

the lesson
Ask the pupils to look at the The pupils repeat assesses learners P.B.p.30,
Warming-up picture and tell what they can individually or chorally. for their ability. ex.1
see. Point to the title of the
7 min “Good job!
unit and say: People I love.
Well done!” Audio
Point out that family and
friends are the people we (Track 21)
love. Use L1 if necessary.
Ask individual pupils: Do you
IWB
have a big or a small family?
miming the words big
and small. Elicit answers.
 Present the members of the The pupils listen and Assessment through
family. point to the family observation
Middle of the
members.
lesson. Play the audio
Presentationa
nd Practice.
Play the audio a second time,
30 min The pupils listen, point
pausing after each word.
to the family members
and repeat, chorally
and/or individually.
P.B.p.30,
ex.2
The pupils repeat after
Practise talking about one’s you.
family.
Books closed. Hold up your
pencil and say: This is my
pencil. Write my on the
board. Approach a pupil, The pupils repeat after IWB
Teacher’s assessment
point to his/her pencil and you.

say: This is your pencil. Write

your on the board. Follow the
same procedure
and present his and her.

Books open. Go through the Teacher’s

assessment/peer Grammar
Grammar box briefly. The pupils draw their Box
assessment
family tree.
Draw your own family tree
on the board. Explain to the
pupils that they can use it as a
model to draw their own
family tree. Go around the
classroom,providing any
necessary help.

Put the lines in order. What

is the poem about?
P.B.p.30,
To learn about family values Pupils read and complete ex.3
through a poem. the activity

Read the sentences aloud and

explain, in L1 if necessary,
that this is a poem. Draw the
pupils’ attention to the capital
letters and ask them to put
 them in order to form a word.
Elicit the word (FAMILY).
Check their answers.

End of the Consolidate the language of The pupil catches the ball, names a member of Poster
lesson the lesson.
their family and then immediately throws the Success
8 min Play the Last One Standing ball to another pupil. The pupil who catches
game. The class stands in a the ball must say a different family member. If
circle. You will need a ball to the pupil cannot name a family member, he/she
play this game. Say a family is out.
member and throw the ball to
a pupil.Play the game at a
rapid pace until there is one Activity Book (Optional)
pupil standing.
p.27

Module 3: People I love. School:

Lesson 2

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme My friends
Learning objectives 3.1.2.1 recognise familiar words with visual support;
3.1.3.1 understand a range of short classroom instructions;
3.1.4.1 understand basic personal questions;
3.1.4.2 understand simple descriptions of people with visual support.
3.2.3.1 respond to basic questions with single words or short responses;
3.5.1.2 use the verb to be for presenting personal information and describe
people and things on a limited range of familiar topics;
3.5.1.4 use common adjectives in descriptions of people;
3.5.1.8 use personal subject pronouns on a limited range of familiar topics;

Lesson objectives Learners will be able to:

⮚ talk about friends;

⮚ to use common adjectives in descriptions of people;

⮚ understand basic personal questions; use the verb ‘to be’ for presenting
personal information and description of people
⮚ understand simple descriptions of people with visual support;

Plan
Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: Pupils are divided into 2 Each team gets
Pictures
the lesson teams. If they guess point for the
correctly, they win a correct answer.
Warming-up
Revise the language of the point.
7 min previous lesson.
e.g.
Divide the pupils into two
Team A Pupil 1:Her
teams, A and B. A pupil
name is Dana.
from Team A names a family
Team B Pupil 1: Is she
member from his/her own
your mother?
family and a pupil from Team
B has to guess which family Team A Pupil 1: Yes,
member it is. Each team has 3 she is/No, she isn’t.
guesses.

Middle of the Introduce adjectives The pupils listen and Teacher’s assessment P.B.p.32,
lesson. describing people. point to the pictures. ex.1
Presentationa Play the audio
nd Practice.
Play the audio a second time, Audio
30 min
pausing after each word. The pupils listen, point (Track 22)
to and repeat adjectives,
chorally and/or
individually.

Practise adjectives
describing people.
The pupils listen and
Explain the activity. Point to choose the right pictures.
the pictures and elicit the
adjectives. Play the audio, P.B.p.32,
twice if necessary. Check the ex.2
pupils’ answers.

Audio
(Track 23)
Talk to your friend. Some pairs to come to Suggested answer Pictures
the front of the key
Practise talking about P.B.p.32,
classroom and act out
friends. A: What’s your ex.3
their dialogues.
friend like?
Read the example and explain
the activity. Have the pupils B: She’s very
work in pairs to talk about friendly. What’s
what their friend is like. your friend like? Activity
Allow them time to practise.
 Go around the classroom A: He’s very clever
book, p.28.
providing any necessary help.
End of the Consolidate the language of Extension Activity (Optional) Poster
lesson the lesson.
The pupils make their own Pictionary with the Success
8 min Play Whispers. Whisper an
adjectives they learnt in this lesson. They draw
adjective to a pupil. They
pictures of themselves being
whisper it to the pupil next to
friendly/funny/kind, etc. They present their
them and so on. The last pupil
drawings to the rest of the class. Have the class
says the word aloud.
vote on the best ones and display those that got
the most votes somewhere in the classroom.
Activity Book (Optional) p.28

Module 3: People I love. School:

Lesson 3

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme Saule’s friends. Use of English: have got/has got
Learning objectives 3.4.2.1 follow word order rules in short statements;
3.4.2.2 use words and short simple phrases to complete a written text at a
sentence level.
3.5.1.8 use personal subject and object pronouns on a limited range of familiar
topics;
3.5.1.11 use has got/ have got in a limited range of familiar topics.

Lesson objectives Learners will be able to:

⮚ talk about friends;

⮚ use has got/have got in a limited range of familiar topics;

⮚ use personal subject and object pronouns on a limited range of familiar

topics;
⮚ use words and short simple phrases to complete a written text at a
sentence level;
⮚ follow word order rules in short statements.

Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: Pupils guess the The teacher

the lesson Revise the language of the adjectives. assesses learners
previous lesson. for their ability.
Warming-up
Ask a pupil to come to the “Good job!
7 min
front of the classroom.
Well done!”
IWB
Whisper an adjective, e.g. shy
and ask the pupil to act it out.
The rest of the class guess
which adjective
it is. The pupil that gets it
right, comes to the front and
the game continues.

Middle of the Present and practice the Students listen to the Teacher’s PB. p.33,
lesson. verb “have got” teacher. observation. ex. 1.
Presentationa Books closed.
nd Practice.
Say, then write on the board:
30 min I have got a sister.
Underline the words in bold
and explain the meaning. Say
and then write: I have got a
pencil. Underline the short
form and explain how it is
formed. Follow the same
procedure and present the rest
of persons in the affirmative
form.
Books open. Mutual assessment
through Yes/No
Go through the Grammar box questions
briefly. Read the instructions
and the example. Explain the
activity. Allow the pupils Circle the sentences that
some time to make sentences. are true for them and
Practice the verb ‘have got’. their friends.

Explain the activity.

Check their answers
The pupils read the P.B. p.33,
sentences and complete ex. 2.
them with the correct
form of the verb ‘have
got’. IWB
 Describe a person. One pupil chooses one of Teacher can assess P.B. p.33,
Saule’s friends and pupils with these ex. 3.
Ask the pupils to form pairs. cards:
draws a picture of an
item associated with
them. The other pupil
guesses their name.
e.g. Pupil 1: (draws
books)
Pupil 2: Nurlan!

Activity
Book
(Optional),
p.29
End of the Consolidate the language of Ss use their stickers to show their knowledge Poster
lesson the lesson. according to the lesson
Success
8 min Ask the pupils to talk about Green- I understood
their best friend.
Yellow-I have some questions
e.g. Pupil 1: My best friend is
Red-I need a help.
Ulan. He is kind and
funny. He has got a big amily.
He has got two sisters and a
brother. etc

Module 3: People I love. School:

Lesson 4

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme Character masks
Learning objectives 3.1.3.1 understand a range of short classroom instructions;
3.2.3.1 respond to basic questions with single words or short responses;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts.
3.3.5.1 read short, illustrated fiction and non-fiction stories written in very
simple language using a dictionary.
Lesson objectives Learners will be able to:
⮚ listen to and read a story about the characters helping mummy cat and
her babies;
⮚ make character masks and play a game;

⮚ read a short, illustrated fiction story written in very simple language

using a dictionary;
Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: Pupils do the task. The teacher

the lesson
Revise the language of the e.g. Pupil 1: I have got a assesses learners
Warming-up previous lesson. big family. We have got for their ability.
a big house and a dog. I
7 min Invite pupils to come to the “Good job!
have got a lot of friends. Pictures
front of the class and talk
My best friend is Well done!”
about themselves, their family
Aizhan. She’s got three
and/or their best friends)
sisters. They have got a
using have got/has got.)
dog. etc

Middle of the Present the Pull, everyone a) Pupuls listen to the Teacher’s assessment IWB
lesson story. teacher and do the task.
P.B. p.34,
Presentationa a) Read the title of the story e.g. Teacher: (pointing to ex. 1.
nd Practice. and explain its meaning, Elsa in picture 1) Who’s
Audio CD
30 min in L1 if necessary. If you this?
Pupils are evaluated ( Track 24)
wish, you can ask them to
Class: Elsa. with phrases like:
look up the word in their
Teacher: (pointing to Well done!
dictionaries and find out its
Cody) Who’s this?
meaning. Go through the Brilliant!
Class: Cody.
pictures and set the scene.
Good job!
Teacher: (pointing to
Grandma) Who’s this? I like it!
b) Follow the same procedure
and present the rest of the Class: Grandma.
story. Play the audio. Ask, as
Teacher: (pointing to
you write on the board: Who
Cody, Elsa and Grandma
gets the baby cat? Write
ROLO and Dad on the respectively) They are
board. Play the audio again. on Grandma’s farm. etc
c) Time permitting, play the b) The pupils listen and
audio a third time with pauses follow the story in their
for the pupils to listen and books.
repeat, chorally and/or
individually. Check the c) The pupils listen and
answer (ROLO).)
pupils’ pronunciation and
intonation. If you wish, play
the animated video for the
pupils to watch.

Check the pupils’ The pupils read the story IWB

comprehension of the story. again and write the
P.B. p.34,
number of the
Explain the activity. Read the ex. 2.
corresponding picture. Mutual assessment
sentences aloud. Check their
through CCQs
answers. Pupils perform the task
according to their
Extension Activity
abilities
(Optional)
• For stronger classes: In
groups, the pupils act out
Observing and
the dialogue. Allow them monitoring
some time to rehearse their
dialogues. Invite some groups
to come to the front of the
classroom and act out their
dialogues. Provide any
necessary help.
• For weaker classes: Hand
out the photocopies of the
story cards, one set per pupil.
Ask the pupils to colour them
in. Play the story with pauses.
The pupils listen and hold up
the corresponding cards
Consolidate the story
through craft work and a
game.
Hand out the photocopies of The teacher
the character masks
assesses learners
templates. Help the pupils
for their ability.
 colour, cut out, and tie a Each pupil chooses one “Good job!
length of elastic band through mask.
Well done!”
their masks.
In groups, the pupils put
Go around the classroom on their masks and
providing any necessary help. rehearse the story.
P.B. p.34,
Then the pupils take
ex. 3.
turns acting out the
dialogue for the class. Coloured
paper,
glue,
scissors,
pencils.
Activity
Book
The pupils raise their (Optional),
masks when their p.30.
characters are speaking.

End of the Consolidate the language of Poster

lesson the lesson.
Success
8 min Say some sentences/phrases
from the story.

Module 3: People I love. School:

Lesson 5

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme Appearance
Learning objectives 3.1.2.1 recognise familiar words with visual support;
3.3.2.2 deduce the meaning of a word in a picture or icon on a limited range of
topics;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts.
3.4.1.1 spell accurately a few high-frequency words;
3.1.4.2 understand simple descriptions of people with visual support.
Lesson objectives Learners will be able to:
⮚ talk about appearance;

⮚ recognise familiar words with visual support;

⮚ understand simple descriptions of people with visual support;

⮚ spell accurately a few high-frequency words;

Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Revise the language of the Pupils act out and mime The teacher
Pictures
the lesson previous lesson. the story.
assesses learners
Warming-up Play the story from the for their ability.
previous lesson. Invite pupils
7 min “Good job!
to come to the front and act
IWB
out the story. The pupils can Well done!”
mime actions such as pulling Audio CD
on the rope to make it more
fun. ( Track 24)

Middle of the Present appearance The pupils listen, point

lesson (vocabulary) to and repeat the words, P.B. p.36,
chorally and/ or ex. 1.
Presentationa Play the auidio.
individually.
nd Practice. Audio CD
Play the audio a second time,
30 min pausing after each ( Track 25)
word/phrase.
 Practice describing Pupils listen to the Verbal assessment IWB
appearance. teacher.
P.B. p.36,
Refer the pupils to the picture The pupils read the ex.2.
and present the characters. sentences, unscramble
Ask the pupils if they know the letters and write the
who the characters are. (Rick words. Then they look at
and Linda Mitchell are the the picture and write yes
parents, Katie is the daughter, or no.
Aaron is the son and Monchi
is the family dog.) Point to
Linda and ask: Pupils listen to the
teacher and name the
Has Linda got a ponytail?
character.
Elicit: No. She’s got curly
e.g. Teacher: This
hair. Repeat with the Pictures/ a
person has got a beard
remaining characters. Explain poster.
and a
the activity. Check their
moustache.
answers.
Class: Rick. etc Activity
Book
(Optional),
p.30
End of the Consolidate the language of Poster
lesson the lesson.
Success
8 min Briefly describe the
characters from Ex. 2. Each
time ask the pupils to name
the character you are
describing.

Module 3: People I love. School:

Lesson 6

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme People’s appearance and character. CLIL: Social Science
Learning objectives 3.1.3.1 understand a range of short classroom instructions;
3.1.4.1 understand basic personal questions;
3.2.3.1 respond to basic questions with single words or short responses;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts.
3.5.1.2 use the verb to be for presenting personal information and describe
people and things on a limited range of familiar topics;
3.5.1.10 use common present simple forms and contractions on a limited range
of familiar topics;
3.5.1.11 use has got/ have got in a limited range of familiar topics.

Lesson objectives Learners will be able to:

⮚ talk about family and friends;

⮚ understand basic personal questions;

⮚ respond to basic questions with single words or short responses;

⮚ use common present simple forms and contractions ;

⮚ use has got/have got statement and question forms including short
answers and contractions.
⮚ explore English through other subject areas(Social Science);

⮚ identify sounds associated with different feelings

⮚ talk about feelings;

Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: Students listen to the The teacher Pictures

the lesson aims of the lesson and
Revise the language of the assesses learners
guess what the today’s
Warming-up previous lesson. for their ability.
lesson will be about.
7 min Write words on the board, with “Good job!
some letters missing,(e.g. b __ __
rd). Ask individual pupils to come Well done!”
to the board and complete the
words (b __ __ rd). The pupil who writes the
word correctly, gets a
point.
Middle of the Present the verb ‘have Observing and IWB
lesson got’( negative, interrogative, monitoring
short answers).
Presentationa
nd Practice. Books closed. Point to your
eyes. Say, then write on the
30 min
board: Have I got( blue)
eyes? Underline the words in The pupils repeat after
bold. Follow the same you.
procedure for the rest of the
forms of the interrogative.
Point to your eyes again. Say, Pictures
then write on the board: Have
I got(brown) eyes? The
pupils repeat after you.
Follow the same procedure
for the rest of the forms of the
negative form(long and short
form).Ask again: Have I got
(blue) eyes? Write under the P.B. p.37,
question: Yes, I have. Point to ex. 1.
a male pupil, say, then write:
Has he got (blue) eyes? Say
and write under the question:
No, he hasn’t. Explain how
Teacher’s assessment
the negative form is formed.
Drill your pupils:
e.g. Teacher: he/black hair?
Pupil 1: Has he got black
hair?
Teacher: Saule/not/redhair The pupils repeat after
Pupil 2: Saulehasn’t got red you.
hair. etc They are drilled:
Books open. Go through the e.g. Teacher: he/black
Grammar box briefly. hair?
Read the instructions and the Pupil 1: Has he got
example. Explain the black hair?
activity. Allow the pupils Teacher: Saule/not/red
some time to complete the hair
activity. Check their answers. Pupil 2: Saule hasn’t got
Practice talking about red hair. etc
people’s appearance and
character
Refer the pupils to the
pictures of the characters in
Ex.1.
Pupils complete the
Point to Cody and ask: What
activity.
does he look like?
Explain the meaning of the
question, in L1 if necessary
and that we use it when we
want to describe people’s
appearance. Then elicit the
pupils’answers: He’s got red
hair. etc Ask: What is he like
Explain, in L1 if necessary, P.B. p.37,
that What is (he) like? is used The pupils ex. 2.
when we want to describe a
repeat after you.
person’s character. Elicit the
pupils’ answers: He’s kind.
Ect. Repeat with the other
characters.
Go around the classroom A poster
providing any necessary
help. Ask some pairs to come
to the front of the classroom
and act out their dialogues.

The pupils work in pairs.

They ask each other
questions about members
of their family and
friends.
They act out their
dialogues.
Suggested answer key
Pupil 1: What does your
dad look like?
Pupil 2: He’s got fair
hair and glasses.
Pupil 1: What is he like?
Pupil 2: He’s clever.
 Practicee feelings through . The pupils listen and
P.B. p.39,
sounds. complete the activity.
ex. 1.
Refer the pupils to the
IWB
pictures and present/elicit the
feelings. Explain the pupils
that they will listen to some
Audio CD
sounds and choose the correct
picture for each sound they ( Track 26)
hear. Play the audio. Check
their answers.
Practice talking about
feelings.
Invite some pairs to come to
the front of the classroom
and show their pictures to the Pupils work in pairs.
rest of the class. P.B. p.39,
They draw a picture to
ex. 2.
express how they feel Verbal assessment
and they talk about it
with their partner.
e.g. I feel sad. etc
Activity
Book
(Optional),
A pupil describes a
p.34
person in a class.
End of the Consolidate the language of Poster
lesson the lesson.
Success
8 min Choose a pupil to come to the
front of the classroom.
Ask him/her to describe a Emoji Self-Assessment is used to find out was
pupil without revealing the lesson clear or not. Use the stickers.
his/her name. The rest of the
pupils make guesses.
The pupil that guesses the
name first, comes to the front
of the classroom and the
game continues.
e.g. Pupil 1: He’s got dark
hair and glasses.
 Pupil 2: Kanat.
Pupil 1: Yes. etc

Module 3: People I love. School:

Lesson 7

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme Project: My family Tree. SAU № 3
Learning objectives 3.1.2.1 recognise familiar words with visual support ;
3.1.3.1 understand a range of short classroom instructions;
3.3.1.3 identify and read separate sounds (phonemes) within words, which may
be represented by more than one letter;
3.2.2.1 use isolated words and basic expressions to provide personal information
;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts.

Lesson objectives Learners will be able to:

⮚ make their own family tree;

⮚ understand short, simple instructions used in familiar everyday contexts;

⮚ do the tasks of SAU № 3

Plan

Stages / Time Teachers actions Students’ actions Assessment Resources

criteria

Beginning of Organization moment: Pupils answer the The teacher Pictures

the lesson teacher’s questions. e.g.
Revise the language of the assesses learners
Teacher: Have you got
Warming-up previous lesson. for their ability.
curly hair?
7 min Go around the classroom and “Good job!
Pupil 1: Yes, I have./No,
ask pupils to answer your
I haven’t. Well done!”
questions about themselves,
their family members or their Teacher: Has your
classmates. grandpa got a beard?
 Pupil 2: Yes, he has./No,
he hasn’t. etc

Middle of the Present a project about a Pupils identify family Mutual assessment Posters
lesson family. members. through Yes/No
questions P.B. p.38,
Presentationa Point to the picture in Bruce’s Suggested ex.1.
nd Practice. project and ask the pupils to answer key
Some of them read the
identify the family members.
30 min text. My grandpa is
Explain the activity. Allow
Khan Sultan and
the pupils some time to They write some
my grandma is
complete it. Ask individual sentences about their
Dana.
pupils to read the text aloud. families some pupils tell
about it. Assel is my mum
and Sanzhar is my
dad. They’ve got
brown hair and
green eyes. They
are kind and
clever.
Berik is my
brother. He has
got dark hair and
Generate ideas. glasses.

Allow the pupils some time to He is funny and

write a few sentences. Ask friendly.
individual pupils to tell the P.B. p.38,
class. ex.2.

Consolidate the language of The pupils make their Teacher P.B. p.38,
the module through a own family tree in class assessment ex.3.
project. or for
Pupils’pos
homework( depends on
Explain the activity. tres
pupil’s ability)
. They can use Bruce’s Activity
Book
project as a model.
(Optional),
p.33
End of the Consolidate the language of Poster
lesson the lesson.
Success
8 min Name a member of Bruce’s
family, e.g. Rob. The pupils
 say who he/she is (his dad).

Module 3: People I love. School:

Lesson 8

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme Sounds and Words.Checkpoint
Learning objectives 3.1.2.1 recognise familiar words with visual support ;
3.1.3.1 understand a range of short classroom instructions;
3.3.1.3 identify and read separate sounds (phonemes) within words, which may
be represented by more than one letter;
3.2.2.1 use isolated words and basic expressions to provide personal information
3.3.3.1 understand short, simple instructions used in familiar everyday contexts.

Lesson objectives Learners will be able to:

recognise, name and produce the sounds of the letters r-z;
recognise the sounds of phonemes and phoneme blends in words;
pronounce various sounds of phonemes and phoneme blends using appropriate
stress, rhythm, and intonation;
recognise sounds and name the letters of the alphabet;
identify and read separate sounds (phonemes) within words, which may be
represented by more than one letter;
revise and consolidate the language of the module;

Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: Pupils present their The teacher Pictures

the lesson family tree.
My Family Tree. assesses learners
Warming-up for their ability.
The teacher asks pupils to tell
7 min about their family trees. “Good job!
Well done!”
Middle of the Present and practice the The pupils Verbal evaluation P.B. p.40,
lesson sounds of letters r-z,and ex. 1.
repeat after you.
words that begin (or
Presentationa
include) these sounds.
nd Practice.
IWB
Books closed. Draw a simple
30 min
sketch of rat on the
board. Point to it and say: \r\
– \roet\.
Audio CD
Write the letter r on the board
and demonstrate how it is ( Track 28)
written. Follow the same
procedure for sun, tap, up,
van, win, box, yo-yo and zip.
Say the sounds in random
Teacher’s
order. Ask the pupils to say
assessment
the words.
IWB
Books open. Play the audio.
Say a sound. The pupils say The pupils listen, point
the corresponding words. to the pictures and repeat
Repeat with the other sounds the sounds and words.
and words.
The pupils trace the
Recognise and practice the letters and complete the
sounds of the letters; activity.
practice phonemes and
phoneme blends.
Ask the pupils to look at the
boxes and elicit the letters
they can see in each box.
Explain the activity. P.B. p.40,
ex. 2.
Play the audio, twice if
necessary.
Check the pupils’ answers. Cards
The pupils listen and
Practice the English complete the activity.
alphabet through a song.
Audio
Write the letters A-G on the
Each team gets ( Track 29)
board. Point to them and
point for the
say: A – B – C – D – E – F – correct answers.
G.Follow the same procedure
and present the rest of the
The pupils repeat after
song. Play the audio.
If you wish, you can play the you.
animated video for the pupils
to watch and sing along.

Further practice the

English alphabet through a
game.
Divide the class into two
teams, A and B. Explain the
game. Pick words the pupils The pupils listen and
know and write them sing along.
Audio
on the board, one at a time.
( Track 30)

The teams take turns

P.B. p.40,
spelling the words by ex. 3.
saying the letters
correctly. Each
correct answer gets one
point. The team with the
most points wins.
e.g. Teacher: (writes
‘hat’ on the board)
How do you spell ‘hat’?
Team A, Pupil 1: h – a –
t
Teacher: Correct! 1
point for Team A! etc
Revise the language of the Some pupils come to the Pupils are Audio
module. front of the classroom evaluated with the
( Track 30)
and spell words they phrases
Play the audio and invite the
have learnt in this
pupils to sing the A-B-C song Well done!
module.
IWB
that they learnt in the Brilliant!
e.g. Teacher: (writes
previous lesson.
‘tap’ on the board) Good job!
Look, read and number. P.B. p.41,
How do you spell ‘tap’? I like it!
ex. 1.
Read the instructions and
Pupil 1: t – a – p
explain the activity. Check
their answers. Teacher: Correct! etc
pictures

Make sentences. Then The pupils look at the

match. pictures, read the P.B. p.41,
Teacher assesses
sentences and then write ex. 2.
pupils with these
 Read the example and explain the correct numbers in cards:
the activity. Give them some the boxes. Then they
time to complete the activity. match the sentences with
Check their answers. the pictures.
Read and circle. The pupils read the
sentences and complete
Read the example and explain
them by choosing the
the activity. P.B. p.41,
correct answer from the
Allow them some time to two options provided ex. 3.
complete the activity. Check
their answers.
Activity
Book
(Optional),
p.36-37

End of the FEEDBACK Poster

lesson Traffic light method is used to
find out was the lesson clear or Success
5 min not. Use the stickers.

Module 4: Weather. Lesson 9(1) School:

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme Seasons and Weather
Learning objectives 3.1.2.1 recognise familiar words with visual support;
3.1.4.1 understand basic personal questions;
3.2.3.1 respond to basic questions with single words or short responses;
3.3.1 understand short, simple instructions used in familiar everyday contexts.
3.5.1.15 use basic prepositions of time.
Lesson objectives Learners will be able to:
⮚ name and talk about the four seasons;

⮚ talk about one’s birthday;

⮚ understand basic personal questions;

⮚ respond to basic questions with single words or short responses;

⮚ use basic prepositions of time.
Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: The pupils repeat, The teacher Pictures

the lesson chorally and/or
Introduce the topic of the assesses learners
individually.
Warming-up module. for their ability.
P.B. p.43,
7 min Point to the title of the “Good job! ex.1.
module and say: Weather.
Well done!”
Explain/Elicit the meaning of
Audio CD
the word. Ask the
Pupils answer the
( Track 31)
pupils to look at the first teacher’s questions
picture on p. 42 and elicit IWB
the season (summer), in L1 if Mutual assessment
necessary. Do the same through CCQs

for the second picture. Have a

class discussion, in
L1 if necessary, about how
the weather changes in
each season. Then ask the
pupils to say things and
activities they associate with
each season
Middle of the Introduce the four seasons. The pupils listen and Observing and P.B. p.43,
lesson point to the pictures. monitoring. ex.2.
Present the new vocabulary.
Presentationa
Play the audio.
nd Practice.
The pupils listen, point
Play the audio a second time,
30 min to and repeat the
pausing after each word.
seasons, chorally and/or
Say and write on the board: individually.
My favourite season is
winter. Point to a pupil
The pupils repeat after
and ask: What’s your you and answer the
questions. IWB,
favourite season? Encourage
pictures.
the pupil to answer your
question. Repeat the process
with the rest of the pupils.
Write their answers on the Mutual assessment
board to find out the most through the key.
popular season in class. 1,6,8 –winter
2 –spring
Practice the four seasons. 3,4,9 –autumn
5,7- summer.
Point to the pictures and Pupils name the seasons.
invite individual pupils to
identify the seasons, based on
the pictures. You may
ask them to justify their
answers, in L1 if necessary.
Ask the rest of the class for
verification.
Practice talking about
seasons and birthdays.

Books closed. Draw a The pupils repeat after The pupil who
birthday cake on the board, you. finishes first, gets a
point to yourself, say and point for his/her
write: My birthday is in team.
spring. Then point to a pupil,
say and write on the board:
When’s your birthday? The pupils quickly draw
Encourage the pupil to a sketch about that
respond e.g. In season (e.g. sun, beach,
(autumn).Focus the pupils’ etc). The team with the
attention on the use of the most points wins the
preposition in when we refer
 to seasons. game.
Books open. Refer the pupils
to the picture and ask a pair
of pupils to read out the
exchange. Explain the
activity. Go around the class,
monitoring the activity.
Then ask pairs of pupils to act
out their exchange in front of
the class. If you wish, you
may write their answers on In pairs, the pupils ask Mutual assessment
the board and, at the end of and answer about their through CCQs
the activity, see which season birthday.
has got the most birthdays in
it. P.B. p.43,
ex.3.

Activity
Book
(Optional),
p.39.

End of the Consolidate the language of Poster

lesson the lesson.
Success
8 min Divide the class into two
teams. Ask a pupil from
each team to come to the
board. Say a season (e.g.
summer). Repeat with more
pupils.
Module 4: Weather. Lesson 10(2) School:

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme What’s the weather like today? CLIL: Science
Learning objectives 3.1.2.1 recognise familiar words with visual support;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts;

Lesson objectives Learners will be able to:

⮚ identify and talk about types of weather;

⮚ talk about what the weather is like;

⮚ recognize familiar words with visual support; to understand

⮚ short, simple instructions used in familiar everyday contexts;

⮚ explore English through other subject areas (Science);

⮚ talk about a bear’s life in different seasons and play a game.

Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: Pupils whisper it to the The teacher

the lesson pupil next to them and so
Revise the language of the assesses learners
on. The last pupil says
Warming-up previous lesson. for their ability. Pictures
the season aloud.
7 min Play Whispers. Whisper a “Good job!
season to a pupil.
Well done!” IWB

Middle of the Introduce types of weather. The pupils listen and point Observing and P.B. p.44,
lesson to the pictures. monitoring. ex.1.
Play the audio.
Presentationa Audio CD
Play the audio a second time,
nd Practice. The pupils listen, point
pausing after each sentence. ( Track 32)
to and repeat the
30 min
Ask: What’s the weather like seasons, chorally and/or
today? Encourage the pupils individually.
to answer, e.g. It’s windy.
Practice types of weather. Teacher’s P.B. p.44,
assessment. ex.2.
Refer the pupils to the first The pupils listen and
picture and ask: What’s the number the pictures. Audio CD
weather like today? Elicit: ( Track 33)
It’s sunny and hot! Repeat
the procedure with the rest of
the pictures. Explain the
activity. Play the audio, twice
if necessary. Check their
answers.

Further practice types of Teacher assesses P.B. p.44,

weather through a song. pupils with these ex.3.
cards:
Present the song. Say: What’s
the weather like today?
IWB
It’s sunny! It’s sunny today!
Audio CD
The pupils repeat after
Follow the same procedure
( Track 33)
and present the you.
rest of the song. Play the
audio. Play the audio again
and encourage the pupils to The pupils listen and
sing along. If you wish, play P.B. p.51,
follow along in their
ex.1.
the animated video for the books.
pupils to watch. Audio CD

Mime the following actions: ( Track 37)

fan yourself, wipe your
forehead and say ‘Pheew!’ to
indicate hot; put The pupils copy the
teacher’s actions.
your arms around yourself,
shake and say ‘Brrrr!’
to indicate cold; flutter
fingers downword, open an
imaginary umbrella and say The pupils sing along
‘Yuck!’ to indicate rainy. and mime the weather
Play the audio again. actions when they hear
Present a bear’s life in them. Mutual assessment
through Yes/No
different seasons.
questions .
Refer the pupils to the
pictures. Say: bear. Explain
 the word and ask : What’s Pupils work in 2 groups
the weather like? Say: It’s drawing weather
warm and windy. conditions, then present
them.
Repeat with the rest of the
pictures, then ask: What’s The pupils repeat after
the season? Play the audio. you.
Pupils listen and check
their answers. Activity
Book
(Optional),
p.40, 46.

End of the Consolidate the language of Green- I understood Poster

lesson the lesson.
Yellow-I have some questions Success
8 min Divide the pupils into two
Red-I need a help.
groups. Assign each group
two different weather
conditions from Ex. 1. Ask
each group to make a drawing
that reminds them of the
weather conditions. Have the
groups present their drawings.
Display all the drawings
together to create a weather
collage.

Module 4: Weather. School:

Lesson 11(3)

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme What do you do on a…day?
Learning objectives 3.2.3.3 make introductions and requests in basic interaction with others;
3.3.2.1 identify some familiar words and signs on illustrations /pictures in
common everyday situations;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
3.4.1.1 spell accurately a few high-frequency words;
3.4.2.2 use words and short simple phrases to complete a written text at a
sentence level;
3.5.1.4 use common adjectives in descriptions of people and things and simple
feelings with support;
3.5.1.10 use common present simple forms and contractions on a limited range
of familiar topics;
3.5.1.15 use basic prepositions of time.

Lesson objectives Learners will be able to:

⮚ talk about actions in different kinds of weather;

⮚ make introductions and requests in basic interaction with others;

⮚ identify some familiar words and signs on illustrations/pictures in

common everyday situations;
⮚ use common adjectives in descriptions of people and things;

⮚ spell accurately a few high-frequency words;

⮚ use personal subject pronouns in a limited range of familiar topics;

⮚ use common present simple forms and contractions.

Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: Pupils mime weather The teacher Pictures

the lesson conditions.
Revise the language of the assesses learners
Warming-up previous lesson. for their ability.
IWB
7 min Mime weather conditions for “Good job!
individual to name (e.g.
Well done!”
It’s cold.).

Middle of the Present and practice the The pupils repeat after Mutual assessment P.B. p.45,
lesson present simple (singular). you. through CCQs ex.1.
Presentationa Books closed. Say, then
nd Practice. write: I play with my friends. IWB
30 min Underline the words in bold.
Similarly, present the other
persons in the present simple
affirmative (singular). Focus
the pupils’ attention on the
-s ending in the third person
singular. Elicit/Explain that
we use the present simple for
things we do every day
(routines). Present the
interrogative and negative Observing and
forms in the same way as the monitoring
affirmative. Focus the pupils’
attention on the use of
does/doesn’t in the third
person singular. Explain how
short answers are formed.
Present the spelling rules.
Give examples: play – Pupils are drilled:

plays, do – does, watch – e.g. Teacher: I play.

watches, fly – flies and Dana …

elicit the rules. Focus the Pupil 1: Dana plays.

pupils’ attention on the Teacher: Aidar/not/play
pronunciation of the suffixes Pupil 2: Aidar doesn’t
(e.g. gets \s\, plays \z\, play.
watches \Iz\). Teacher: you/play?
Books open. Go through the Pupil 3: Do you play?
Grammar box briefly. Explain etc
the activity. Point to the
pictures and present the
actions. Read the question in
number 1 and focus the
pupils’ attention on the use of
the preposition of time on
with the word day. Go
through the first item
together with the class.
Check their answers.
The pupils complete the
activity.
Pairs of pupils read the
exchanges aloud.
 Further practice the present The pupils, in pairs, ask P.B. p.45,
simple (singular). and answer questions ex.2.
about what they do on a
Refer the pupils to the picture
hot/snowy/cold/sunny/rai
and ask a pair of pupils to
ny/windy day.
read the exchange aloud.
e.g. Pupil 1: What do
Explain the activity. Ask
you do on a cold day?
pairs of pupils to present their
exchanges to the class. Pupil 2: I drink hot
chocolate. What do you
do on a rainy day?
Pupil 1: I read a book. Activity
etc
Book
(Optional),
p.41.

End of the Consolidate the language of Poster

lesson the lesson.
Success
8 min Name an activity from the
ones in Ex. 1 (e.g. go
skiing).
The pupils name the Emoji Self-Assessment
corresponding kind of
weather (e.g. snowy).

Module 4: Weather. Lesson 12(4) School:

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme Make a kite. Sounds and Words.
Learning objectives 3.1.1.1 recognise the sounds of phonemes and phoneme blends in words ;
3.1.2.1 recognise familiar words with visual support;
3.3.1.2 identify and read separate sounds (phonemes) within words, which may
be represented by more than one letter ;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
3.3.5.1 read short, illustrated fiction and non-fiction stories written in very
simple language using a dictionary.

Lesson objectives Learners will be able to:

⮚ listen to and read a story about the characters flying their kites;

⮚ read a short, illustrated fiction story written in very simple language

using a
⮚ dictionary;

⮚ make a kite and play a game;

⮚ recognise the letters e, r, d, p and n and the sounds they make;

⮚ understand and pronounce the words red and pen;

⮚ read/recognise the sight words it, is, a, and, isn’t;

⮚ recognise the sounds of phonemes and phoneme blends in words;

Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: Pupils answer the The teacher

the lesson questions.
Revise the language of the assesses learners
Warming-up previous lesson. for their ability.
7 min Ask individual pupils “Good job! Pictures
questions about what they do
Well done!”
on a
hot/snowy/cold/sunny/rainy/
windy day and elicit
responses.
e.g. Teacher: Do you make a
snowman on a snowy day?
Pupil 1: Yes, I do.
Teacher: Do you fly your kite
on a rainy day?
Pupil 2: No, I don’t.
Middle of the Present the Flying Kites!
lesson story. Observing and
Presentationa Read the title of the story and monitoring P.B. p.46,
nd Practice. elicit its meaning. Ask: ex.1.
30 min What is the story about? Let’s
find out! Go through the
Audio CD
pictures and set the scene.
( Track 34)
e.g. Teacher: (pointing to
Cody in picture 1) Who’s
this?
IWB
Class: Cody.
Teacher: Yes. (pointing to the The pupils listen and
children in picture. follow

1) Where are the children? along in their books.

Class: In the garden.etc

Follow the same procedure
and present the rest of the Teacher’s
story. Play the audio. assessment

Ask: Whose kite is in the

tree?
Write Cody’s and Elsa’s on
the board. Play the audio
again. The pupils listen, look at
Time permitting, play the the pictures and
audio a third time with pauses answer (Cody’s).
for the pupils to listen and
repeat, chorally and/or
individually. Check the
pupils’ pronunciation and
intonation. If you wish, play Mutual assessment
the animated video for the through Yes/No
pupils to watch. questions

Extension Activity
Write the following words on
the board: helmet, kite, high.
Ask the pupils to go through
the dialogue again and tell the
class what they mean.
Explain that they can use
their dictionaries.
Check the pupils’
comprehension of the story.
Explain the activity.
Check the pupils’ answers.
Extension Activity
(Optional)
• For stronger classes: In
The pupils look at the
groups,
pictures in the story and
Allow them some time to answer the questions.
rehearse their dialogues.
Invite some groups to come
to the front of the classroom
and act out their dialogues.
Provide any necessary help.
• For weaker classes: Hand
out the photocopies of
the story cards, one set per
pupil. Ask the pupils P.B.
p.47, ex.2.
to colour them in. Play the
story with pauses.
The pupils act out
Consolidate the language
through craftwotk and a the dialogue.
game.
Make a kite using a square
sheet of paper. Then, they
Play the New kite! game.
Collect all the kites from
the pupils. The pupils sit in a
circle. Play a song from
Modules 1-4. The game The pupils listen and
begins with the pupils passing hold up the
around one of the kites. When corresponding cards.
the music stops, the pupil
holding the kite must pay a
forfeit (answer a question,
follow an instruction, do a
mime, etc). Say:
New kite! New kite! and
introduce another of the
pupils’ kites to the circle.
When the music stops, two
pupils will be holding a kite,
and therefore both must pay a
forfeit! The game finishes
when all the kites have been
introduced into the circle.
The pupils make a kite
 and then play the game.

P.B. p.47,
ex.4.

Present the letters e, r, d, p The pupils repeat after Observing and P.B. p.52,
and n and the sounds they you. monitoring ex.1.
make.
Audio CD
Books closed. Write the letter
( Track 38)
e on the board. Point to it and
say: \e\. Present the rest of the
letters in the same way. Point
to the letters in random order IWB
and ask the pupils to say the
sounds they make.
The pupils say the P.B. p.52,
Books open. Play the audio. sounds they make. ex.2.
Practice recognizing the Audio CD
sounds the letters e, r, d, p
and n make. ( Track 39)

Explain the activity. Play the The pupils listen, point

audio, twice if necessary. to the letters and say the
P.B. p.52,
sounds.
The pupils listen and circle. ex.3.
Check their answers. Audio CD
present words with the letters ( Track 40)
e, r, d, p and n.
Books closed. Show the
pupils a red pen and ask:
What colour is it? Elicit: Red. P.B. p.52,
Write the letters on the board, ex.5.
point to and say: r \r\ – e \e\ – The pupils Audio CD
d \d\ – red \red\.
repeat after you. ( Track 41)
Present pen in the same way
 present and practice sight
words.
The teacher
Write the sight words on the evaluates learners
board and say them. for their ability.
“Good job!
The pupils repeat after you. Well done!”
Play the audio.
Invite a pupil to the board.
Say a word.
Repeat with more pupils. Activity
The pupils listen and
repeat. Book
(Optional),
p.47.
The pupil says the word
and underlines it with
his/her finger.
End of the Consolidate the language of The pupils hold up the corresponding
lesson the lesson.
card.
8 min Hand out the letter and word
cards, one set per pupil.
The pupils arrange the letters to make the
Name a sound. words. Poster
Say the words red and pen. The pupils show the correct word cards. Success
Repeat the words.
Extension Activity
(Optional)
Ask the pupils to go through
the module, find and
circle any of the sight words
they can see. Invite pupils
to point to and say them loud.
Module 4: Weather. School:
Lesson 13(5)

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme Clothes I wear.SAU № 4
Learning objectives 3.1.1.1 recognise the sounds of phonemes and phoneme blends in words;
3.1.2.1 recognise familiar words with visual support;
3.1.4.2 understand simple descriptions of people, actions, and objects with visual
support.
3.2.1.1 pronounce various sounds of phonemes and phoneme blends using
appropriate stress, rhythm, and intonation;
3.3.1.2 identify and read separate sounds (phonemes) within words, which may
be represented by more than one letter;
3.4.2.1. follow word order rules in short statements.

Lesson objectives Learners will be able to:

⮚ present and talk about clothes;

⮚ recognize familiar words with visual support;

⮚ understand simple descriptions of objects with visual support;

⮚ do the tasks of SAU № 4

Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: Pupils tell the story and The teacher Pictures
the lesson act out parts of the story.
revise the language of the assesses learners
Warming-up previous lesson. for their ability.
IWB
7 min Ask the pupils, in L1 if “Good job!
necessary, to tell you which
Well done!”
part of the story from the
previous lesson they liked
best and why. Then invite
pupils to come to the front
of the classroom and act out
parts of the story. Ask
the rest of the class to vote on
the best performance.
Middle of the Introduce clothes. The pupils listen, point Mutual assessment P.B. p.48,
lesson to the pictures. through Yes/No ex.1.
Play the auidio. Play the questions
Presentationa audio a second time, pausing Audio CD
nd Practice. after each word/phrase.
The pupils listen, point ( Track 35)
30 min and repeat the clothes,
chorally and/ or
individually.
Practice clothes.
Refer the pupils to the picture
and elicit what the boy is
doing (flying a kite) and what The pupils listen and P.B. p.48,
he is wearing (a hat, a T- ex.2.
shirt, jeans, shoes). Explain colour.
the activity. Play the audio, Audio CD
twice if necessary. Check ( Track 36)
their answers.

Further practice clothes Pupils play BINGO. The teacher BINGO

through a game. evaluates learners cards.
for their ability.
Ask the pupils to look at the “Good job! P.B. p.48,
pictures on the BINGO Well done!” ex.3.
card. Explain the game. Tell
the pupils to choose six
clothing items from the card
and circle them. Call out the
items in random order. If a
pupil hears a clothing item
that he/she has circled, he/she Activity
ticks that box. The pupil who Book
ticks all his/her circled items (Optional),
first, says BINGO! and is the p.43.
winner.

End of the Consolidate the language of Each team gets point for the correct answers. Poster
lesson the lesson.
Success
8 min Divide the pupils into two
Teams, A and B. Assign a
weather condition to each
team (e.g. hot, cold). Each
team draws clothing items for
the assigned weather
condition. Invite them to
 present their drawings to the
class. Make sure you display
their work somewhere in the
classroom.

Module 4: Weather. School:

Lesson 14(6)

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme What do you do in winter? Project: My favourite season.

Learning objectives 3.3.2.1 identify some familiar words and signs on illustrations /pictures in
common everyday situations;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
3.4.2.1. follow word order rules in short statements;
3.4.2.2 use words and short simple phrases to complete a written text at a
sentence level;
3.5.1.4 use common adjectives in descriptions of people and things and simple
feelings with support;
3.5.1.5 use with considerable support basic determiners a, an, the to identify
things;
3.5.1.8 use personal subject and object pronouns in a limited range of familiar
topics;
3.5.1.10 use common present simple forms and contractions on a limited range
of familiar topics;
Lesson objectives Learners will be able to:
⮚ say what we usually do;

⮚ use common adjectives in descriptions of people and things;

⮚ use with considerable support basic determiners a/an/the to identify

things;
⮚ use personal subject pronouns in a limited range of familiar topics;

⮚ use common present simple forms and contractions on a

limited range of familiar topics;
⮚ do a project about a season;

⮚ respond basic questions with single words or short responses;

Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: Pupils complete the The teacher Whiteboard

the lesson words.
Revise the language of the assesses learners
Warming-up previous lesson. for their ability.
7 min Write words from the “Good job!
previous lesson on the board,
Well done!”
with some letters missing
(e.g. s _ _ e _ ). Ask
individual pupils to come to
the board and complete the
words (shoes).

Middle of the Present and practise the Pupils repeat. Mutual assessment P.B. p.49,
lesson present simple( plural). through Yes/No ex.1.
questions
Presentationa Books closed. Say, then
nd Practice. write: We wear shorts in
30 min summer. Underline the words
in bold. The pupils repeat
after you. Present the plural
form of the present simple in
the affirmative, interrogative
and negative. Point out that Pupils are drilled:
we use do to form questions
e.g. Teacher: we/go
in the plural form.
swimming/in summer
Write on the board: Do they
Pupil 1: We go
drink hot chocolate in
swimming in summer.
summer? Yes, they do./No,
Teacher: they/wear
they don’t. Underline
boots/in winter?
the words in bold. Explain
Pupil 2: Do they wear
how the short answers are
boots in winter?
formed.
Teacher: we/not/eat an
Books open. Go through the
ice cream/on a cold day
Grammar box briefly.
Pupil 3: We don’t eat an
Read the example and explain
ice cream on a cold
the activity. Allow the pupils
some time to complete it. day. etc
Check their answers.
Ask individual pupils to read Observing and
out the sentences. As Pupils complete the task.
monitoring
an extension, you may ask
them to make sentences
of their own about what they
do/don’t do in winter.
Practice the present simple
interrogative (plural).
Read the example and explain
the activity. Allow the
P.B. p.49,
pupils some time to read the ex.2.
answers and complete
the questions. Check their
answers. Ask pairs of
pupils to read the exchanges Pupils read the answers
aloud. and complete the
questions.
Present a project about Pupils read the text and P.B. p.50,
one’s favourite season. fill in the gaps. ex.1
Teacher’s
Point to the picture and ask: assessment
What season is it? (Winter.)
Then ask: What’s the weather
like? Elicit: It’s cold and
snowy. Elicit the activity
(skiing). Allow the pupils
some time to read the text and
 fill in the gaps. Check their
answers. IWB
Generate ideas.
Read the questions. Invite the
pupils to answer them.
Suggested answer P.B. p.50,
key ex.2
Pupils answer the
questions. • My favourite
season is spring.
• It’s sunny and
PPT/poster
windy.
• I fly my kite and I
eat an ice cream. P.B. p.50,
ex.3.

Consolidate the language of Suggested answer

a module. key:

Explain the activity. The Spring is my

Pupils do their projects. favourite season. In
pupils do their own project in
spring it’s sunny
class or for homework. They and windy. In
can use Damir’s project as a spring I fly my kite
model. and I eat an ice
cream. I also like
spring because my
Activity
birthday is then.
Book
(Optional),
p.44, 45.

End of the Consolidate the language of Each team gets point for the correct answers . Poster
lesson the lesson.
Success
8 min Divide the pupils into two
teams, A and B. Think of
a weather condition or a
season and ask questions
(e.g. What do you do on a
rainy day/in summer?
etc). The pupils from each
team take turns saying what
they do/don’t do in this
weather/season. Each correct
answer gets one point. The
team with the most points
 wins the game.
e.g. Teacher: What do you do
in summer?
Team A Pupil 1: We eat an
ice cream in summer.
Teacher: Correct! One point
for Team A.
Team B Pupil 1: We don’t
wear a hat in summer.
Teacher: That’s incorrect. No
points for Team B. etc

Module 4: Weather. Lesson 15(7) School:

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme SAT №2
Learning objectives The teacher chooses SAT’s Learning Objectives for Listening, Reading and
Writing that were used during the term. Speaking should be controlled
separately.
The teacher plans the Learning Objectives responding to the learners' needs.

Lesson objectives Learners will be able to:

Lesson Objectives will be determined in accordance with the chosen Learning
Objectives before. The teacher creates the tasks reflecting the Lesson Objectives
and describes the test procedure in Specification of the Summative Assessment
for the Term.

Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: Pupils listen to the The teacher Whiteboard

the lesson teacher and do the tasks.
Welcomes the pupils and assesses learners
Warming-up introduce the topic of the for their ability.
lesson.
3 min “Good job!
Creates a positive psychological
environment. Well done!”
Middle of the LISTENING
lesson Task. 1 worksheets
Presentationa READING
nd Practice.
Task 2
40 min
WRITING
Track
Task 3

End of the Poster

lesson
Success
2 min

Module 4: Weather. School:

Lesson 16(8)

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme Checkpoint.
Learning objectives 3.2.3.1 respond to basic questions with single words or short responses;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
3.3.2.2 deduce the meaning of a word in a picture or icon on a limited range of
topics;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
3.4.1.1 spell accurately a few high-frequency words;
3.4.2.2 use words and short simple phrases to complete a written text at a
sentence level;

Lesson objectives Learners will be able to:

⮚ revise and consolidate the language of the module;

⮚ understand short, simple instructions used in familiar everyday contexts;

⮚ spell accurately a few high-frequency words;

⮚ use words and short simple phrases to complete a written text at a

sentence level.
Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: Pupils answer the The teacher

Pictures
the lesson questions.
Do a quick revision of what assesses learners
Warming-up the pupils have learnt in for their ability.
7 min the module by asking them “Good job!
questions.
Well done!”
e.g. Teacher: (miming being
hot) What’s the weather like?
Class: It’s hot!
Teacher: What do we wear
on a hot day?
Class: A T-shirt! etc

Middle of the Unscramble the letters and The pupils look at the IWB
lesson write the seasons. pictures, unscramble the
P.B. p.53,
letters and write the
Presentationa Refer the pupils to the ex.1.
words.
nd Practice. pictures and elicit the Teacher assesses
seasons. Read the example pupils with these
30 min cards:
and explain the activity.
Check their answers.
 What’s the weather like?
Look and underline.
Refer the pupils to the
pictures and elicit the
weather conditions. Read the The pupils look at the
example and explain the pictures, read the P.B. p.53,
activity. Check their answers. sentences and underline ex.2.
the correct words.
Look and write.
Refer the pupils to the
pictures and elicit the
clothes. Read the example
and explain the activity.
Check their answers. The pupils look at the P.B. p.53,
pictures and write the ex.3.
correct words.

Read and complete. Pupils complete the Pupils are

sentences. evaluated with
Refer the pupils to the P.B. p.53,
phrases:
exchanges and read the ex.4.
Well done!
example aloud. Explain the Storytime 1
activity. Allow the pupils Brilliant! (Optional)

some time to complete the Good job! You can

exchanges. Check now do
I like it! Storytime 1
their answers. Ask pairs of (p. 106).
pupils to read out the Activity
exchanges. Book
Activity Book (Optional) (Optional),
p.48-49.
You can now do Module
Check 4 from the Activity
Book (pp. 48-49).
End of the FEEDBACK Poster
lesson Traffic light method is used
to find out was the lesson Success
8 min clear or not. Use the stickers.
Module 5 My free time!
School:
Lesson 1
Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme I can do this!
3.1.2.1 recognise familiar words with visual support;
3.2.2.1 use isolated words and basic expressions to provide personal information
Learning objectives 3.2.3.1 respond to basic questions with single words or short responses;
3.5.1.16 use let’s + verb, verbs go/like + verb + ing

Learners will be able to:

⮚ identify actions;

⮚ talk about ability;

Lesson objectives ⮚ recognise familiar words with visual support;

⮚ respond to basic questions with single words or short responses;

⮚ make basic requests related to immediate personal needs; to use can/can’t

to describe ability;
Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: The teacher assess PB p56

the lesson learners for their
Ask the pupils to look at the Ss answer. Pictures
ability.
Warming-up picture on p. 56 and tell you
worksheet
what they can see, in L1 if “Good job!
7 min
necessary. Point to the title of
Well done!”
the module and say: My Free
 Time. Ask: Where do you go in Formative
your free time? Do you go to the Assessment
park? Do you go to the
playground?
Elicit responses from pupils and
have a class discussion, in L1 if
necessary. Ask the pupils to tell The pupils repeat,
you what they usually do in their chorally and/or
free time. Elicit responses from individually.
around the class.
Introduce action verbs. «The praise»
method to evaluate
Ask: What’s your favourite Ss. like:
activity? Explain the meaning, in
The pupils listen and “Good job!
L1 if necessary. Have a
point to the pictures. Well done!”
discussion about which activities
The pupils listen,
the pupils like, and which
point to and repeat the
activities they think are most
actions, chorally
popular with boys and which
and/or individually.
with girls. Ask: Can girls climb?
Can boys dance? etc Have them PB p57
say if they think girls can do
boy-oriented activities (e.g. Audio CD
football) and if boys can do (Track 43)
activities associated with girls
(e.g. dance). Pictures

Elicit their answers. Explain that IWB

Middle of the we shouldn’t categorise
lesson activities based on gender and
that boys and girls can be
Presentationa
equally good at any activity they
nd practice.
choose to do.
30 min
Present the new vocabulary: The pupils listen
climb, cook, dance, draw, repeat the new words
chorally and/or
jump, run, sing, skateboard
individually.
Present the verb ‘can’ and «Thumbs Up /
practice Thumbs Down»

Book closed: Say and write on

Drill your pupils: P.B.p.57,
the board: I can run. You can
ex.1
run. The pupils repeat after you. Teacher: you/dance
Explain that we use can to talk worksheet
about what we can/can’t do. Pupil 1: You can
Underline the words in bold. Say dance. IWB
and write on the board: He can Teacher: he/swim?
run. She can run. The pupils No.
repeat after you. Underline the
words in bold. Elicit from the Pupil 2: Can he
swim? No, he can’t.
 pupils that can is the same in all etc
persons. Follow the same
procedure and present the
negative and interrogative forms.
Explain that cannot should
always be written as one word
and the short form is can’t

Go through the Grammar box

briefly.
Suggested answer
Read the examples and explain key
The pupils listen to
the activity. Point to the first
the teacher. Aidar can draw. He Exercise 2
drawing and ask: What can
can cook and
Aidar do? Elicit: Draw. Say: worksheet
dance, too!
Yes. He can draw. The pupils
repeat after you. Follow the Akbota can draw. IWB
same procedure and elicit the She can climb and
rest of the actions. Invite the dance, too!
pupils to say what the rest of the
children can do. Dana can jump.
She can climb and
sing, too!
Play the Who am I? game Teacher: I can draw. «The praise»
Who am I? method to evaluate
To practice talking about Ss. like:
ability through a game. Team A, Pupil 1:
Aidar! “Good job!
Divide the class into two teams,
A and B. Explain the game. Teacher: No, I’m not. Well done!”
Exercise 3
Choose a child from Ex. 2 and I can dance and I can
worksheet
say what you can do. In teams, climb, too! Who am
the pupils guess who you are. I?
Alternatively, a pupil from each
Team B, Pupil 1:
team takes your role.
kbota!
Teacher: Yes, I am!
Consolidate the language of Traffic light method is used to find out was
End of the the lesson the lesson clear or not. Use the stickers.
lesson
Tell the pupils you are going to
8 min play Follow the Leader. Have
the pupils stand in single file,
 one behind the other. Whisper
one action to the leader. The
leader then mimes the action and
the rest follow behind, copying
the action. After every action,
change the leader so that all the
pupils get the chance to be
leaders

Module 5 My free time!

School:
Lesson 2
Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme My Toys and Sport. I like ...
3.1.2.1 recognise familiar words with visual support;
3.1.4.2 understand simple descriptions of people, actions, and objects with visual
Learning objectives support;
3.2.3.1 respond to basic questions with single words or short responses;

Learners will be able to:

Lesson objectives ▪ identify and describe toys and games;

▪ recognise familiar words with visual support.

Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: Teacher: Simon says, The teacher assess Pictures
the lesson jump. (The pupils learners for their
To revise the language of the worksheet
jump.) ability.
Warming-up previous lesson.
Teacher: Sing! (The “Good job!
8 min Play Simon Says. The pupils
pupils stay as they
follow the commands only if Well done!”
are.)
they are preceded by Simon
 Says. Pupils are out of the game
if they follow a command that’s
not preceded by the phrase
Simon says.

Introduce toys and games;

To talk about soft and hard
toys. Assessment
Point to the teddy bear and say, through
The pupils listen, observation
as you mime squeezing it: It’s
point to and repeat the
soft. The pupils repeat after you.
toys and games, P.B.p.58,
Point to the train and say, as you
chorally and/or ex.2
mime not being able to squeeze
individually. Time
it: It’s hard. The pupils repeat Pictures
permitting, ask
after you. Then ask individual
individual pupils to Audio
pupils to come to the board and
point to and say the (Track 44)
point to the soft and hard toys.
Middle of the items
lesson Play the audio.

Presentationa
nd practice. Play the audio a second time,
30 min pausing after each word(s).
The pupils listen and
point to the pictures.
Talk about metal/plastic toys Answer key: Teacher’s
and games with/without assessment
wheels Toys with wheels:

Point to the scooter and say: It’s train, car, scooter

a metal toy. Point to the wheels Metal toys:
of the scooter and say: It’s got
wheels. Then ask individual robot, scooter
pupils to point and say which Plastic toys:
toys have got wheels, which are
metal and which are plastic. toy bricks

Practice toys and games Pupils are evaluated P.B.p.58,

through a song. with phrases like: ex.3
Elicit the toys. Play the audio, Well done!
The pupils listen and
twice if necessary. Present the
circle the toys they Brilliant!
song. Gesture with your hand
hear.
and say: Come and play, girls Good job!
and boys, come and play with all The pupils sing along.
the toys! The pupils repeat after I like it!
you. Follow the same procedure
and present the rest of the song.
If you wish, play the animated
 video for the pupils to watch.
Consolidate the language of Traffic light method is used to find out was
the lesson. the lesson clear or not. Use the stickers.
Bring pictures of soft and hard
toys and games to class. Show
End of the them to the pupils and ask them
lesson to tell you if they are soft or Pictures
hard. Ask them to think of a soft
7 min and/ or hard item and draw a
picture of it.

Module 5 My free time!

School:
Lesson 3
Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme Imperative forms (commands/suggestions).
3.1.4.1 understand basic personal questions;
3.5.1.9 use imperative forms to give short instructions on a limited range of
Learning objectives
familiar topics;
3.5.1.16 use let’s + verb, verbs go/like + verb + ing
Learners will be able to:
▪ give and follow commands;

▪ make suggestions;
Lesson objectives
▪ understand basic personal questions;

▪ use imperative forms to give short instructions on a limited range of

familiar topics; to use Let’s + verb.
Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: Students’ own answer The teacher assess Pictures
the lesson learners for their
Revise the language of the Worksheet
ability.
Warming-up previous lesson.
“Good job!
7 min Ask a pupil to come to the
board. Name a toy/game from Well done!”
the previous lesson. The pupil
Formative
draws a rough sketch of the
Assessment
toy/game on the board. Ask
 the rest of the class for
verification. Repeat the
activity with other pupils.

Present the imperative and

Let’s + verb.
Book closed. Say, as you
write on the board: Let’s go Teacher’s
to the park. Underline the The pupils repeat after assessment
words in bold. The pupils the tearcher
repeat after you. Elicit the
meaning and the use of Let’s. Let’s make a house!
Explain that we use it when Get the toy bricks!
we want to make a
suggestion. Then write: Open Don’t be late!
your books! Don’t be late! T can evaluate ss
Underline the words in bold. story understanding
The pupils repeat after you. using five fingers
Explain that this is how we retell
give commands to someone
in the affirmative and
negative.
Middle of the Books open. Go through the
lesson Grammar box briefly. Read
Presentationa the instructions and explain
nd practice. the activity. Allow the pupils
some time to make sentences
30 min Check their answers.
The pupils put the words
P.B.p.58,
into the correct order to
ex.3
make sentences and then
match them to the Pictures
corresponding pictures.
IWB
Practice making and
accepting suggestions.
Read the example and explain
The pupils act out the Suggested answer
the activity. The pupils
dialogue key:
practice making and
accepting suggestions about Pupil 1: Let’s
what to do in their free time. cook!
Go around the classroom
providing any necessary help. Pupil 2: Oh, yes!
Great idea!
Ask some pairs to come to the
front of the classroom and act
out their dialogue.

End of the
lesson Consolidate the language of Ss use their stickers to show their knowledge Poster
the lesson. according to the lesson Success
 Play Simon says with the Green- I understood
class. Explain the game. Tell
Yellow-I have some questions
the pupils that they should
follow your commands only Red-I need a help.
when they are preceded by
the phrase Simon says.
Demonstrate this yourself
first.
8 min
e.g. Teacher: Simon says, ride
your bikes! Class: (The pupils
mime riding their bikes.)
Teacher: Don’t touch the
teddy bear! Class: (The pupils
remain seated.) etc

Module 5 My free time!

School:
Lesson 4
Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme Toys Everywhere!
3.1.2.1 recognise familiar words with visual support;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
3.3.4.1 find specific information in different types of texts (postcards, posters,
Learning objectives flyers, messages, and notices: places, time, and prices)
3.4.1.1 spell accurately a few high-frequency words
3.3.5.1 read short, illustrated fiction and non-fiction stories written in very
simple language using a dictionary.
Learners will be able to:
▪ listen to and read a story about the characters’ toys;

▪ make a toy box and play a game;

▪ develop listening comprehension skills through a story;

Lesson objectives ▪ understand short, simple instructions used in familiar everyday contexts;

▪ read a short, illustrated fiction story written in very simple language

using a dictionary;
▪ find specific information in different types of texts;

▪ spell accurately a few high-frequency words.

 Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Organization moment: Pupil 1: Play the guitar, The teacher assess

please. learners for their
Revise the language of the
ability.
previous lesson. Pupil 2: (mimes playing
the guitar) Don’t draw a “Good job!
Beginning of The pupils play in pairs or Pictures
car.
the lesson groups. One pupil gives Well done!”
worksheet
Pupil 1: (stays still) etc
Warming-up a command for the other(s) to Formative
follow, but only if it is Assessment
7 min
by the word please, as in the
example. Then they
swap roles and the activity
continues.
Present the Toys
Everywhere! story.
Read the title and elicit its
Middle of the e.g. Teacher: (pointing Teacher’s
meaning. Ask: What is the
lesson to Carlos in picture assessment
story about? Let’s find out!
Presentationa Go through the pictures and 1) Who’s this? Pupils are
nd practice. set the scene. evaluated with
Class: Carlos.
phrases like:
30 min Follow the same procedure
and present the rest of the Teacher: (pointing to Well done!
story. Play the audio. The Cody) Who’s this?
pupils listen and follow in Class: Cody. Brilliant!
P.B.p.60,
their books. Ask: What are Good job! ex.1
the hard toys in the Teacher: Yes. They’re in
the garden. They want to I like it! Audio CD
story? Write robot, car, teddy play.
bear on the board. Play the (Track 46)
audio again. The pupils listen Teacher: (pointing to the Pictures
and answer (robot, car). Time teddy bear in picture
permitting, play the audio a 2) What’s this? IWB
third time with pauses for
Class: (It’s) a teddy
Check their pronunciation bear.
and intonation. If you wish,
play the animated video for Teacher: Yes. What
the pupils to watch colour is it?
Class: (It’s) blue. Etc
The pupils to listen and
repeat, chorally
and/or individually.
Check the pupils’ Extension Activity (Optional) Worksheet
comprehension of the story. • For stronger classes: In groups, the pupils
act out the dialogue. Allow them some time to
Explain the activity. The
rehearse their dialogues. Invite some groups to
pupils read the story again
come to the front of the class and act out their
s
and match the sentences to dialogues. Provide any necessary help.
the corresponding pictures.
• For weaker classes: Hand out the
Check the pupils’ answers. photocopies of the story cards, one set per
pupil. Ask the pupils to colour them in. Play
the story with pauses. The pupils listen and
hold up the corresponding cards.
Consolidate the language of
the lesson through Teacher’s
craftwork and a game assessment

Hand out the photocopies of

the toys and toy box Team A: (puts teddy
templates. Tell the pupils that bear, car and train in
they are going to make a toy the toy box)
box. Show them your model.
Team A, Pupil 1: It’s Observing and
Guide the pupils through the
blue and it’s soft. monitoring
cutting and colouring of their
toys and toy Team B, Pupil 1: Got it!
boxes.Alternatively, bring in The teddy bear!
a shoe box and use it as a toy
box. Team A, Pupil 2: Yes.
It’s blue and it’s hard.
In teams, play the What’s in Photo
my toy box? game. Team B, Pupil 2: Got it!
copies
The train!
Team A lets Team B look at Pictures
their coloured toys for one Team A, Pupil 3: No!
minute. Then the pupils from It’s got four wheels!
Team B close their eyes.
Team A decides how many
toys will go into the
toy box, e.g. three. Then the
pupils from Team A take
turns describing one of the
toys in the toy box. Team B
have to guess which toy it is.
Then the teams swap roles
and the game continues. Each
correct answer wins a point.
The team with the most
points wins.
 Consolidate the language of Suggested answer
the lesson. key
Ask the pupils to look at the Poster
pictures in the story for a few Success
minutes and then close their
books. Divide the class into
two teams, A and B. Ask
individual pupils from both
End of the teams questions about the
lesson toys in the story. Each correct
answer wins a point. The Extension Activities (Optional) 1 Ask the
8 min
team with the most points pupils, in L1 if necessary, to tell you which
wins. part of the story they liked best and why. Ask
Teacher: What colour is the them to draw a happy face or a sad face,
teddy bear? depending on whether they liked the story or
not. 2 The pupils, in pairs, think of and draw a
Team A, Pupil 1: (It’s) blue! present for Chico for being a ‘good boy’. Then
Teacher: Correct! they present their drawings to the class.

Module 5 My free time!

School:
Lesson 5
Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme Free time activities
3.1.2.1 recognise familiar words with visual support;
3.1.4.2 understand simple descriptions of people, actions, and objects with visual
support;
3.5.1.5 use with considerable support basic determiners a, an, the to identify
things;
Learning objectives 3.5.1.5 use with considerable support basic determiners a, an, the to identify
things
3.5.1.10 use common present simple forms and contractions on a limited range
of familiar topics
3.5.1.16 use let’s + verb, verbs go/like + verb + ing
 Learners will be able to:
▪ talk about free-time activities;

▪ recognize familiar words with visual support;

▪ understand simple descriptions of people and actions with visual support;

Lesson objectives
to use with considerable support basic determiners a, an, the to identify
things;
▪ use common present simple forms contractions on a limited range of
familiar topics;
▪ to use like + verb + ing.
Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Organization moment: The teacher assess

learners for their
Revise the language of the The pupils put the
ability.
previous lesson. pictures in the right
Beginning of
order, one at a time. “Good job! Pictures
the lesson Put up the story cards from the
previous lesson on the board in Well done!” worksheet
Warming-up
random order. Ask individual
7 min pupils to come to the board and
put the pictures in the right order,
one at a time. Then ask pupils to
say parts of the dialogue.

Introduce free-time activities.

Have a discussion about which The pupils listen and
activities the pupils like, and point to the pictures.
which activities they think are Play the audio a P.B.p.62,
most popular with boys and which second time, pausing ex.1
with girls. Explain that we after each phrase.
shouldn’t categorise activities The pupils listen, Audio CD
based on gender and that boys andpoint to and repeat (Track 47)
girls can be equally good at any the activities,
activity they choose to do. chorally and/or Pictures
individually. Time
Present the new vocabulary: go
permitting, ask
Middle of the to the park, play football, play
individual pupils to
lesson tennis, play the guitar, play
point to and say the
volleyball, ride a bike
Presentationa activities.
nd practice. Practise free-time activities. P.B.p.62,
30 min ex.2
Books closed. Say, as you write
on the board: I like going Audio CD
shopping. Underline the letters in
(Track 48)
bold. The pupils repeat after you.
 Explain that the verb like is
usually followed by the -ing form
when we want to say that we like
doing something.
Explain the activity. Play the
audio, twice if necessary. The Pictures
pupils listen and match the
names to the corresponding
activities. Check the pupils’
answers.
(See p.114 (T) for Audioscript)
To further practice free-time Suggested answer
activities through a game. key
Divide the pupils into two teams, Team A, Verbal assessment
A and B. A pupil from Team A
Pupil 1: I like going
says an activity that a child from
to the park. Who am
Ex. 2 likes doing and a pupil from
I?
Team B has to guess which child
it is. Each team has two guesses. Team B,
If they
Pupil 1: You’re
guess correctly, they get a point. Korkem
Consolidate the language of the
lesson.
Ask the pupils to think about what
they like doing and draw and
colour simple pictures. Then they Poster
End of the present their drawings to the class. Success
lesson
Pupil 1: I like watching TV
8 min

Module 5 My free time! Lesson 6 School:

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme I like playing/ I don’t like doing.
 3.1.4.1 understand basic personal questions;
3.2.2.1 use isolated words and basic expressions to provide personal
information;
3.2.3.1 respond to basic questions with single words or short responses;
Learning objectives 3.3.3.1 follow short, simple instructions used in familiar everyday contexts;
3.3.3.2 find out the main points in short simple descriptions with visual support;
3.5.1.10 use common present simple forms and contractions on a limited range
of familiar topics;
3.5.1.16 use let’s + verb, verbs go/like + verb + ing.

Learners will be able to:

▪ To say what they like/don’t like doing;

▪ To understand basic personal questions;

▪ to use isolated words and basic expressions to provide personal

information;
▪ to respond to basic questions with single words or short responses;
Lesson objectives
▪ to understand short, simple instructions used in familiar everyday
contexts;
▪ to find out the main points in short simple descriptions with visual
support;
▪ to apply basic rules of punctuation;

▪ to use common present simple forms contractions on a limited range of

familiar topics; to use like + verb + ing
Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Organization moment: The pupils work in The teacher assess

Beginning of
pairs learners for their
the lesson Play Mirror me! In pairs, one Pictures
ability.
pupil mimes an activity and the
Warming-up worksheet
other pupil tries to copy them. “Good job!
7 min
Well done!”
Middle of the Present like + verb + ing. Observing and P.B.p.63,
lesson monitiring ex.2
Books closed. Say as you write Do you like painting?
Presentationa on the board: Do you like Worksheet
Yes, I do.
nd practice. cooking? Yes, I do./No, I don’t.
IWB
Underline the words in bold. The No, I don’t.
30 min
pupils repeat after you. Explain
how we form the interrogative
and the short answers.
Remind the pupils that the verb
like is followed by the -ing
form. Explain that most verbs do
not change when we add -ing
(painting, climbing, cooking) but
paint – painting
there are exceptions to that rule.
Present the spelling difficulties. BUT
Say, then write on the board:
have – having. Explain that the swim – swimming
verbs that end in -e, drop the -e ride – riding
before they take the -ing ending.
Follow the same procedure and
present run – running.
Books open. Go through the
Grammar box briefly. Read the
instructions and explain the
activity. Allow the pupils some
time to complete the sentences.
Then they match the sentences
to the corresponding pictures.
Check their answers.

The pupils match the

sentences to the
corresponding
pictures
To present and practice The pupils read and Teacher’s P.B.p.63,
grammar and punctuation correct sentences. assessment ex.3
mistakes.
IWB
Say as you write on the board:
My name’s Aizhan.
Underline the letters in bold.
Explain that we use capital
letters for the first word of a
sentence and that we also use
capital letters for names. Write
on the board and say: I like run
and jumping? Point to and
explain the mistakes. The verb
like is always followed by the -
ing form and we use the question
mark only in questions. In
affirmative sentences we use a
full stop.
Allow the pupils some time to
find the mistakes and correct
them. Check their answers
 Practice talking about Teacher can assess
preferences. pupils with these
cards:
Point to the picture. Read the
Act out the dialogues
exchange and explain the
activity. In pairs, the pupils
practice talking about what they
Exercise 3
like doing. One pupil mimes the
activity and the other pupil tries Worksheet
to guess. Go around the
classroom providing any
necessary help. Ask some pairs
to come to the front of the
classroom and act out their
dialogues
Consolidate the language of Traffic light method is used to find out was
the lesson. the lesson clear or not. Use the stickers.
Play Bingo with the class. Make
a 3x3 grid on the board and ask
pupils to copy it in their Poster
End of the notebooks. The pupils write nine Success
lesson activities in the grid (from
Lessons 1 and 2).
8 min
Say the activities in random
order. The pupils cross out the
corresponding activity on their
grid. The pupil that crosses out
all of their words first and shouts
Bingo! is the winner.

Module 5 My free time!

School:
Lesson 7
Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme Project: My Toy design by Sanzhar
 3.2.4.1 provide simple descriptions of people, and objects;
3.3.4.1 find specific information in different types of texts (postcards, posters,
Learning objectives flyers, messages, and notices: places, time, and prices);
3.4.3.1 create a poster or a postcard, using words and simple phrases;

Learners will be able to:

▪ do a project about a toy design;

Lesson objectives ▪ say what toys are made of;

▪ find specific information in different types of texts;

▪ create a poster using words and simple phrases.

Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Organization moment: The pupils revise the The teacher assess

language of the previous learners for their
Begin a sentence by saying: I
lesson ability.
like going to the park. Ask a
pupil to repeat your sentence “Good job! Pictures
Beginning of and add their own, e.g. I like
Well done!” Worksheet
the lesson going to the park. I like
playing the guitar. Then the Formative
Warming-up
next pupil repeats the two Assessment
7 min sentences and add one more.
Continue until a pupil forgets
one of the sentences. Repeat
as many times as you think is
necessary

Middle of the PROJECT (Art & Design) The pupils answer the Answer key
lesson questions
Present a project about 1 It’s a scooter.
P.B.p.64,
Presentationa one’s toy design.
2 It’s metal. ex.3
nd practice.
Point to Sanzhar’s toy design
3 It’s blue. Exercise 2
30 min and ask the pupils to identify
IWB
it. Refer the pupils to the 4 It’s big
questions and read them Picture
aloud. Ask individual pupils
to answer them.
To generate ideas. answer key Worksheet
Read the questions aloud. 1 It’s a train.
Invite pupils to answer them.
2 It’s metal.
3 It’s red.
4 It’s big.
 Consolidate the language of
the module.
Explain the activity. The
pupils design their own toy in
class or for homework. They
can use Sanzhar’s project as a
model
Consolidate the language of
the lesson. Poster
Success
In groups, the pupils
End of the
brainstorm for objects that are
lesson
made of plastic and/or metal,
8 min and make a collage by
drawing sketches of these
objects. The groups present
their collages to the class.

Module 5 My free time!

School:
Lesson 8
Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme CLIL. Geography. Safety in the playground.
Learning objectives 3.3.3.2 find out the main points in short simple descriptions with visual support;

Learners will be able to:

Lesson objectives ▪ explore English through other subject areas (Geography);

▪ talk about safety rules in the playground;

Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Organization moment: The teacher assess

Beginning of learners for their
Ask the pupils to present their The pupils listen to the
the lesson ability.
projects to the class. Make aims of the lesson and Pictures
Warming-up sure you display their work in guess what the today’s “Good job!
Worksheet
the classroom. Then help lesson will be about?
7 min Well done!”
them file it in their Language
Portfolio
 Talk about safety in the Teacher’s
playground. Point to the first assessment
picture and ask: Is it safe?
Elicit: No, it isn’t. Say: Don’t
stand on a swing. It’s not
safe. (If you wish, you can
teach the words swing, slide
and roundabout.)
Middle of the Explain the reason, in L1 if
P.B.p.65,
lesson necessary. Repeat with the ex.3
Presentationa remaining pictures. Have a
IWB
nd practice. class discussion, in L1 if
necessary, about rules we The pupils circle the Pictures
30 min should follow in the correct answer.
playground, apart from the
ones in the pictures. Ask the
pupils if they follow these
rules when they go to the
playground. Allow the pupils
some time to look at the
pictures and circle the correct
answer. Check their answers.
Divide the pupils into Traffic light method is used to find out was the Poster
groups (safe/not safe). lesson clear or not. Use the stickers. Success

End of the Show them the pictures from

lesson the Internet or magazines you
have brought in. The
8 min Safe/Not safe groups stand up
accordingly, when they see
the corresponding pictures

Module 5 My free time!

School:
Lesson 9
Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme Sounds and words. SAU № 5
3.3.1.2 identify and read separate sounds (phonemes) within words, which may
be represented by more than one letter;
Learning objectives 3.1.4.2 understand simple descriptions of people, actions, and objects with visual
support;
3.2.4.1 provide simple descriptions of people, objects.
 Learners will be able to:
▪ To recognise the letters a, h, t, m and u and the sounds they make;

▪ to understand and pronounce the words hat, mum and dad;

Lesson objectives
▪ to read/recognise the sight words I, my, you, and, can’t, are; to identify
and read separate sounds (phonemes) within words, which may be
represented by more than one letter
▪ do the tasks of SAU № 5
Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Organization moment: The pupil’s own answer The teacher assess

Beginning of learners for their
Show the pupils pictures from
the lesson ability.
the Internet or magazines you Pictures
Warming-up have brought in. Ask the Good job!
Worksheet
pupils to say if what they see
7 min Well done!
in the pictures is safe/not safe

Middle of the Present the letters a, h, t, m Teacher’s

lesson and u and the sounds they observation.
make.
Presentationa
nd practice. Books closed. Draw a big
letter a on the board. Point to
30 min
it and say \œ\. The pupils
repeat after you. Follow the The pupils repeat after Audio CD
same procedure for the rest of you (Track 49)
the letters. Picture
Books open. Play the audio.

The pupils listen, point

to the letters and repeat
the sounds
practice recognising the Teacher’s
sounds the letters a, h, t, m observation.
Audio CD
and u make.
(Track 50)
Explain the activity. Play the
Picture
audio, twice if necessary. The pupils listen and
Check the pupils’ answers. circle the right letters.
Present words with the Teacher’s Audio CD
letters a, h, t, m and u. assessment (Track 51)
 Draw a simple sketch of a hat The pupils repeat after
and ask: What’s this? Elicit: you.
hat. Write the letters next to
it, point to and say h \h\ – a \
œ\ – t \t\ – hat \hœt\. Follow
the same procedure and Picture
present mum and dad.
Play the audio. Ask some
pupils to say the letters and The pupils listen, point
the words. to and repeat the words.
Practice the new letters and Teacher can assess
sounds through a game. pupils with these
cards:
Explain the game with the
The pupils guess the
help of a pupil. Draw a letter
letters correctly
on the pupil’s back, using
your finger. The pupil tries to
guess the letter.
Divide the class into two
teams. One pupil from each
team comes to the front of the
classroom and they play the
game together. If the pupil
guesses the letter correctly,
their team gets one point.
Present and practice sight Teacher’s
words. assessments

Write the sight words on the

The pupils listen and
board and say them. The Audio CD
repeat, chorally and/or
pupils repeat after you. (Track 52)
individually.
Play the audio. Invite a pupil Picture
The pupils says the word
to the board. Say a word. The
and underline it with
pupil says the word and
their finger.
underlines it with their finger.
Repeat with more pupils.
End of the Consolidate the language of Traffic light method is used to find out was the Poster
lesson the lesson. lesson clear or not. Use the stickers. Success
8 min Hand out the letter and word
cards from the Teacher’s
Resource Material, one set
per pupil. Name a sound. The
pupils hold up the
corresponding card. Say the
words hat, mum and dad. The
pupils arrange the letters on
their desks to make up the
words. Repeat the words
 again. The pupils show the
correct word cards.
Extension Activity
(Optional) Ask the pupils to
go through the module, find
and circle any of the sight
words they can see. Invite
pupils to point and say them
aloud.

Module 5 My free time!

School:
Lesson 10
Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme Check point
3.3.3.1 follow short, simple instructions used in familiar everyday contexts;
3.4.1.1 spell accurately a few high-frequency words;
3.4.2.2 use words and short simple phrases to complete a written text at a
Learning objectives sentence level;
3.4.2.2 use words and short simple phrases to complete a written text at a
sentence level;
3.5.1.13 use can/ can’t to describe ability;

Learners will be able to:

▪ To revise and consolidate the language of the module;
Lesson objectives ▪ to spell accurately a few high-frequency words;

▪ to understand short, simple instructions used in familiar everyday

contexts;
Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Organization moment: Teacher: (pointing to the The teacher assess

Beginning of
picture of a robot) Is it learners for their
the lesson Do a quick revision of what Pictures
soft or hard? Class: It’s ability.
the pupils have learnt in the
Warming-up hard. Teacher: Is it metal worksheet
module by asking them “Good job!
or plastic? Class: It’s
7 min questions. e.g.
metal. etc Well done!”
 Read the instructions and Teacher’s
explain the activity. Allow assessment
The pupils put the words P.B.p.67,
the pupils some time to put
into the correct order to ex.1
the words into the correct
make sentences.
order to make sentences. IWB
Then match them to the
corresponding pictures.
Check their answers.
Refer the pupils to the The teacher
pictures and elicit what they evaluates learners
can see. Read the example for their ability.
Middle of the and explain the activity. The The pupils look at the “Good job!
lesson pupils look at the pictures and pictures and complete Well done!” Exercise 2
Presentation complete the sentences. the sentences
and practice. Allow the pupils some time to
complete the activity. Check
30 min their answers.
Read the example and explain Teacher’s
the activity. Allow the pupils The pupils look and assessment
Exercise 3
some time to complete the number
activity. Check their answers
Explain the activity. The
pupils read the sentences and
underline the right answers. The pupils read and
Exercise 4
Allow the pupils some time to underline
complete the activity. Check
their answers.
Divide the pupils into Traffic light method is used to find out was the Poster
groups (safe/not safe). lesson clear or not. Use the stickers. Success

End of the Show them the pictures from

lesson the Internet or magazines you
have brought in. The
8 min Safe/Not safe groups stand up
accordingly, when they see
the corresponding pictures

Module 6 Health
School:
Lesson 11
Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme Body parts
 3.1.2.1 recognise familiar words with visual support;
3.1.4.2 understand simple descriptions of people, actions, and objects with visual
support.
3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
Learning objectives 3.3.3.2 find out the main points in short simple descriptions with visual support;
3.5.1.1 use singular and plural nouns, including some common irregular plural
forms and high-frequency uncountable nouns;
3.5.1.11 use has got/ have got; there is/are in a limited range of familiar topics;

Learners will be able to:

⮚ follow instructions; to describe appearance;

⮚ recognise familiar words with visual support;

⮚ provide simple descriptions of people;

Lesson objectives ⮚ understand short, simple instructions used in familiar everyday contexts;

⮚ find out the main points in short simple descriptions with visual support;

⮚ use singular and plural nouns, including some common irregular plural
forms;
⮚ use has got/have got in a limited range of familiar topics.
Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: The teacher assess PB p69

the lesson learners for their
Hand out the completed Progress Ss answer. Pictures
ability.
Warming-up Report Cards for the previous
worksheet
module and ask the pupils to file “Good job!
7 min
them in their Language
Well done!”
Portfolios.
Formative
Introduce the topic of the
Assessment
module.
Ask the pupils to look at the
picture on page 68 and tell you
what they can see, in L1 if
necessary. Point to
the title of the module and say:
Health and Hobbies.
Have a discussion, in L1 if
necessary, about the importance
of hobbies and how they can The pupils repeat,
help us keep healthy (e.g. they chorally and/or
help us to relax, they help us be individually.
in touch with nature, they make
us happy, they bring us closer to
 our family/friends, they help us
keep our mind/body healthy,
etc).
Students’ answer:
Ask the pupils about their
hobbies and how these hobbies My hobby is cycling.
help them keep healthy. Elicit It keeps me fit and
responses from around the class. healthy. It also helps
me enjoy nature and
spend time with my
family).
Middle of the Introduce body parts and to The pupils listen and PB p69
lesson follow instructions. point to the pictures.
Picture
Play the audio a
Presentation Present the new vocabulary.
second time, pausing Audio CD
and practice.
(See p. X of the Introduction for after each word.
( Track
30 min ways to present the new
53)
vocabulary.)
IWB
Play the audio. The pupils listen The pupils listen,
and point to the pictures. Play point to and repeat the
the audio a second time, pointing actions, chorally
after each phrase. and/or individually
Present and practice plurals Answer key
and to practice body parts.
It’s got four legs.
Books closed. Hold up your It’s got four eyes.
Point to the picture It’s got three ears. Exercise 2
hand, say and write: hand. Then
and elicit the parts of It’s got four feet.
hold up both your hands, say and
the body. It’s got six hands.
write hands and underline -s.
The pupils repeat after you. It’s got two
mouths.
Remind the pupils that we form It’s got three noses
the plural form of some nouns
by adding an -s at the end of the
noun. Then draw a simple
picture of a foot on the board,
say and write: foot. The pupils
repeat after you. Draw another
foot next to it, say and write:
feet. Explain that feet is the leg – legs hand –
irregular plural of the word foot hands BUT foot – feet
because we do not add an -s at
the end of the word, but, instead,
the word changes altogether. If
you wish, you may give more
examples of irregular plurals,
such as tooth – teeth, man –
men, child – children, sheep –
sheep, etc.
Books open. Go through the
Grammar box briefly. Read the
instructions and explain the
activity.
Read the example and allow the
pupils some time to count the
body parts and write the correct
numbers in the spaces provided.
Check their answers. Then point
to the girl and read out the
speech bubble. Revise the use of
the verb ‘have got’. Explain the
activity.
Ask individual pupils to look at
the picture and make similar
sentences.
Note: You can encourage the
pupils to use the vocabulary
from the previous module(s) as
well, e.g.
It’s got four red shoes. etc

Further practice body parts e.g. Team A Pupil 1: Teacher can assess
and to follow instructions (holding the ‘Touch pupils with these
through a game. Prepare slips your head!’ slip) cards:
of paper with the phrases from
Touch your head!
the lesson. Divide the pupils into
Team B Pupil 1:
two teams, A and B, and hand
(touches his/her head)
out a slip of paper to each pupil.
Explain the game. A pupil from Teacher: Well done!
Team A comes to the front of One point for
the classroom, selects a pupil Team B!
from Team B and reads the
instruction on their slip of paper.
The pupil from Team B has to
follow the instruction. If they
perform the action successfully,
their team gets a point, otherwise
no point is awarded. Then the
teams swap roles and the game
continues. The team with the
most points wins the game.
Alternatively, the pupils can
play the game in pairs.
 Consolidate the language of
the lesson.
Play Simon Says with the class.
Explain the game. Ask the pupils
to stand in a circle with you. Say
different instructions from the
lesson and the pupils have to Poster
End of the follow your instructions only if Success
lesson they are preceded by the words
Simon says; otherwise, they stay
8 min still. The pupils who fail to do so
or follow the wrong instruction,
step out of the circle and the
game continues.
e.g. Teacher: Simon says, ‘Clap
your hands!’ Class: (clap their
hands) Teacher: Stretch your
arms! Class: (stand still) etc

Module 6 Health
School:
Lesson 12
Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme Healthy food
3.1.2.1 recognise familiar words with visual support;
3.2.4.1 provide simple descriptions of people, objects;
3.3.3.1 follow short, simple instructions used in familiar everyday contexts;
Learning objectives
3.5.1.1 use singular and plural nouns, including some common irregular plural
forms and high-frequency uncountable nouns;
3.5.1.11 use has got/ have got; there is/are in a limited range of familiar topics;
Learners will be able to:
⮚ identify and distinguish between fruit and vegetables;

Lesson objectives ⮚ say what food they like/don’t like;

⮚ recognise familiar words with visual support;

⮚ understand short, simple instructions used in familiar everyday contexts.

Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: Revise the language The teacher assess PB p56
the lesson Prepare slips of paper with the of the previous lesson. learners for their
phrases from Lesson 1 (one per ability. Pictures
 slip) and put them in a box. Ask “Good job!
individual pupils to come to the Well done!”
Warming-up front of the classroom, pick a
slip of paper from the box and worksheet
7 min read the phrase aloud. The rest
of the class follow the
instruction. Repeat the activity
with more pupils.
Introduce and distinguish The pupils listen and
between fruit and vegetables. point to the pictures.
Present the new vocabulary. Play the audio a
(See p. X of the Introduction for second time, pausing
ways to present the new after each word.
vocabulary.)
Play the audio. The pupils listen The pupils listen,
and point to the pictures. Play point to and repeat the
the audio a second time, pausing actions, chorally
after each word. The pupils and/or individually
listen, point to and repeat the
fruit and vegetables.
Middle of the Then point to the apple and ask:
lesson Is it a fruit or a vegetable?
Elicit: (It’s) a fruit. Repeat for
Presentation
the rest of the
and practice.
items. Explain the activity for
30 min
the pupils to complete.
Practice fruit and vegetables. The pupils listen and
complete the activity.
Refer the pupils to the pictures
and elicit the food items. Explain
the activity. Play the audio,
twice if necessary. Check their
(Track 55)
answers.
T can evaluate ss
story understanding
using five fingers
retell
Further practice fruit and The pupils to sing The teacher
vegetables through a song. along. evaluates learners
Present the song. Say: Juice it for their ability.
up! Juice it up! Make a yummy “Good job!
smoothie! The pupils repeat after Well done!”
you. Follow the same procedure
and present the rest of the song.
Play the audio. The pupils listen
and follow along in their books.
Play the audio again and
encourage the pupils to sing
along. If you wish, play the
animated video for the pupils to
watch and sing along.
 (See the Introduction for further
ideas and activities.)
Consolidate the language of
the lesson.
Ask the pupils to use the Juice it Poster
End of the up song on p. 70 as a model and Success
lesson replace the food items. Play the
song (Track 55). The pupils sing
8 min
along. Play the song again, Emoji Self-Assessment is used to find out
pausing before each food item. was the lesson clear or not. Use the stickers.
The pupils sing the item they
have chosen.

Module 6 Health Lesson 13 School:

Date: Teacher name:

Grade: 3 Number present: absent:

Food preferences.
Lesson theme
Use of English: Object pronouns.
3.1.2.1 recognise familiar words with visual support;
3.1.4.1 understand basic personal questions;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
3.4.4.1 link ideas with and, but;
Learning objectives
3.5.1.8 use personal subject and object pronouns in a limited range of familiar
topics;
3.5.1.10 use common present simple forms and contractions on a limited range
of familiar topics;
Learners will be able to:
⮚ practice talking about preferences;

⮚ say what food they like/don’t like;

Lesson objectives ⮚ understand basic personal questions;

⮚ understand short, simple instructions used in familiar everyday contexts;

⮚ link ideas with and, but, to use common present simple forms and
contractions on a limited range of familiar topics.
Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: The pupils revise The teacher assess Pictures
the lesson Write words from the previous the language of the learners for their
lesson on the board, with some previous lesson. ability. worksheet
Warming-up letters missing (e.g. o_a_ _e). Ask “Good job!
7 min individual pupils to come to the Well done!”
board and complete the words Formative
 (orange) Assessment

Middle of the Present and practice the verb Observing and

lesson ‘like’ and object pronouns. monitoring.
Books closed. Say as you write on
Presentation the board: I like bananas. I like
and practice. them. Yummy! Rubbing your
tummy at the same time. The pupils
30 min
repeat after you. Underline the
words in bold and explain their
meaning. Follow the same
procedure and present the negative
and interrogative form of the verb
like and the rest of the object
pronouns. Explain that object
PB p71
pronouns are used after verbs. The pupils listen
Books open. Go through the and choose the Exercise 1
Grammar box briefly. Read the correct bowl IWB
instructions and explain the
activity. Point to the bowls and
elicit the items. Play the audio,
twice if necessary. Check their
answers. (See p. 114(T) for
Audioscript)
Read the example exchange aloud The pupils act out
and explain the activity. In pairs, Teacher’s
the dialogues
the pupils ask and answer assessment
questions, as in the example. Go
around the classroom providing any
necessary help. Ask some pairs to
act out the dialogues for the rest of
the class.
Further practice object The pupils read
pronouns. Read the instructions and underline
and the example. Explain the them.
activity. The pupils read the
sentences and circle the right Exercise 2
words. Check their answers. T can evaluate ss
story understanding
using five fingers
retell
Practice food preferences Pupil 1: I like Teacher assesses Exercise 3
through a game. bananas. pupils with these
Pupil 2: I like cards:
Read the example aloud. Focus the bananas and pears.
pupils’ attention on the use of and Pupil 3: I like
to add more information, and but to bananas and pears,
show contrast. Explain the game. but I don’t like
The pupils, in groups of three, sit in ranges.
a circle. Pupil 1 starts by saying a
fruit/vegetable they like. The pupil
 next to him/ her repeats the
sentence and adds one more item.
The next pupil (i.e. the third pupil
each time) has to repeat what has
been said and use but in order to
add a food item they don’t like.
The pupil that forgets an item or
uses the wrong linking word steps
out of the circle.
Consolidate the language of the
lesson. Poster
The pupils draw fruit and Success
End of the
vegetables they like/don’t like.
lesson
Then they present their work to the
8 min
rest of the class. After displaying
their work, help them file it
in their Language Portfolios.

Module 6 Health
School:
Lesson 14
Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme A smoothie shower!
3.1.4.1 understand basic personal questions;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
3.3.4.1 find specific information in different types of texts (postcards, posters,
Learning objectives
flyers, messages, and notices: places, time, and prices)
3.3.5.1 read short, illustrated fiction and non-fiction stories written in very
simple language using a dictionary.
Learners will be able to:
⮚ listen to and read a story about the characters helping Grandpa make a
smoothie;
⮚ make a shopping basket and play a game;
Lesson objectives
⮚ understand short, simple instructions used in familiar everyday contexts;

⮚ find specific information in different types of texts;

⮚ read a short, illustrated fiction story written in very simple language

using a dictionary.
Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: The pupils revise The teacher assess

the lesson Play the I Spy game with the class. the language of the learners for their PB p72
Say: I spy with my little eye a previous lesson. ability.
Warming-up yellow fruit. Invite the pupils to “Good job! Pictures
 name the fruit (banana). The pupil Well done!”
7 min who names it first, plays next. worksheet

Middle of the Present the A Smoothie Shower! Teacher: (pointing

lesson story. to Grandpa in
Read the title of the story and elicit picture 1)
Presentation its meaning. Ask: What is the story Who’s this?
and practice. about? Let’s find out! Go through Class: Grandpa.
the pictures and set the scene. Teacher: Yes!
30 min
Follow the same procedure and (pointing to the T can evaluate ss
present the rest of the story. Play children) story understanding
Audio PB
the audio. The pupils listen and Who are they? using five fingers p72
follow along in their books. Ask: Class: Cody, Elsa, retell Pictures
What fruit and vegetables are there Carlos and Tara.
CD
in the smoothie? Write bananas, Teacher: Where
(Track 57)
apples, carrots, broccoli, oranges on are they?
IWB
the board. Play the audio again. The Class: In the
pupils listen and answer (bananas, kitchen.
oranges, carrots). Time permitting,
play the audio a third time with
pauses for Check the pupils’ The pupils listen
pronunciation and intonation. If and repeat,
you wish, play the animated video chorally and/or
for the pupils to watch individually.
Check the pupils’ comprehension • For stronger classes: In groups, the
of the story. pupils act out the dialogue. Allow them
Explain the activity. The pupils some time to rehearse their dialogues.
read the story again and match the Invite some groups to come to the front
phrases to the people. Check their of the classroom and act out their
answers. Extension Activity dialogues. Provide any necessary help.
(Optional)
• For weaker classes: Hand out the
photocopies of the story cards, one set
per pupil. Ask the pupils to colour them
in. Play the story with pauses. The pupils
listen and hold up the corresponding
cards.
Practice buying and selling fruit Teacher can assess Photocopi
and vegetables through a game. pupils with these es
cards:
Explain the activity. Hand out the
photocopies of the shopping basket
and food templates from the
Teacher’s Resource Material. Have
the pupils colour and cut them out.
Help them put the shopping basket
together. Alternatively, ask the
pupils from the previous lesson to
bring in a tissue/shoe box.
Play the Shopping game. Divide
the pupils into two teams, A and B.
Team B are the Sellers and Team A
 are the Buyers. The pupils have
their paper food items on display.
When they are ready, they carry out
exchanges, as in the example. Then
Team B become Buyers and Team
A Sellers and the game continues.
e.g. Team A, Pupil 1: I like
broccoli. Team B, Pupil 1:
Broccoli? Here you are! etc
Consolidate the language of the Teacher: Elsa likes The teacher
lesson. apples. evaluates learners
Play the Yes or No game. Make Class: No! Elsa for their ability.
sentences about the characters’ likes bananas. “Good job!
preferences. The pupils have to say Well done!”
Yes
or No. Poster
Extension Activity (Optional) Success
End of the The Smoothie Recipe Challenge.
lesson In pairs, the pupils draw their
8 min favourite smoothie and the
ingredients that
go in it. Tell them that they can add
whatever they like in their
smoothie. Invite them to present
their work to the rest of the class.
Make sure you display their work
somewhere in the classroom.

Module 6 Health
School:
Lesson 15
Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme Food and drinks
3.1.2.1 recognise familiar words with visual support;
Learning objectives 3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
3.3.3.2 find out the main points in short simple descriptions with visual support;
Learners will be able to:
⮚ present food and drink items;

Lesson objectives ⮚ recognise familiar words with visual support;

⮚ understand simple descriptions of objects with visual support;

⮚ understand short, simple instructions used in familiar everyday contexts.

Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Beginning of Organization moment: The pupil revise The teacher assess Pictures
 Say some sentences/phrases from the language of the learners for their
the story in the previous lesson and previous lesson ability.
the lesson
Warming-up have the pupils tell you which worksheet
“Good job!
7 min character is talking.
Well done!”
Present food and drink items. Teacher’s
Present the new vocabulary. (See p. assessement PB p74
The pupils listen,
X of the Introduction for ways to Pictures
point to and repeat
present the new vocabulary.)
the food and drink
Play the audio. The pupils listen items, chorally
Middle of the
and point to the pictures. Play the and/or
lesson
audio a second time, pausing after individually.
Presentation each word.
and practice.
Practice food and drink items.
30 min Point to the pictures and elicit the
items. Read the example and
explain the activity. Allow the worksheet
T can evaluate ss
pupils some time to complete it. s
story understanding
Check their answers using five fingers
retell
Consolidate the language of the Traffic light method is used to find out
lesson. was the lesson clear or not. Use the
stickers
Draw a tree on the board. Tell the
pupils that it is a magic tree and
that any kind of food/drink can
grow on it. Ask individual pupils to Poster
End of the come to the board, name a Success
lesson food/drink item and draw a simple
sketch of it on the tree. Continue
8 min
until all the pupils have had a turn
and the tree is full. If you wish, you
can do this activity on cardboard
paper. Draw a large tree on the
cardboard. The pupils draw and
colour various food/drink items and
stick them on the tree

Module 6 Health
School:
Lesson 16
Date: Teacher name:

Grade: 3 Number present: absent:

I can talk about food.
Lesson theme
Use of English: a, an, some, any
 3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
3.4.2.2 use words and short simple phrases to complete a written text at a
sentence level;
Learning objectives
3.5.1.1 use singular and plural nouns, including some common irregular plural
forms and high-frequency uncountable nouns;
3.5.1.11 use has got/ have got; there is/are in a limited range of familiar topics;
Learners will be able to:
⮚ talk about food; to understand short, simple instructions used in familiar
everyday contexts;
Lesson objectives ⮚ use words and short simple phrases to complete a written text at a
sentence level;
⮚ use singular and plural nouns and high-frequency uncountable nouns;

⮚ use there is/are in a limited range of familiar topics;

Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Organization moment: Students answer The teacher assess

Ask a pupil to come to the learners for their
Beginning of
board. Name a food/ drink item ability.
the lesson Pictures
from the previous lesson. The “Good job!
Warming-up pupil writes the word and/or Well done!”
worksheet
draws a sketch. Ask the rest of
7 min the class for verification. Repeat
with as many pupils as you feel
necessary.
Middle of the Present and practise ‘a/an, The pupils repeat after Teacher’s PB p75
lesson some’. you assessment
Books closed. Draw a carrot on Pictures
Presentation the board. Say and write: a
and practice. carrot. Underline the article. The
pupils repeat after you. Draw an Exercises
30 min
orange on the board. Say and 1, 2, 3
write: an orange. Underline the worksheet
article. The pupils repeat after
you. Draw two carrots and some
chocolate on the board. Say and
write: some carrots and some
chocolate. The pupils repeat
after you. Elicit the use of a
before singular countable nouns
starting with a consonant, the
use of an before singular
countable nouns starting with a
vowel, and the use of some
before countable nouns in the
plural and uncountable nouns.
Books open. Refer the pupils to
the second column in the
Grammar box and go through it
 briefly. Read the example and
explain the activity. Allow the
pupils some time to complete it.
Check their answers.
Present and practice Teacher’s
‘some/any’. assessment
Books closed. Say and write: The pupils read
There is some broccoli. There through the sentences
are some apples. The pupils and underline the
repeat after you. Underline right answers
some. Elicit the use of some in
affirmative sentences with
countable nouns in the plural
and with uncountable nouns. Say
and write: Are there any apples?
There aren’t any apples. Is there
any broccoli? There isn’t any IWB
broccoli. The pupils repeat after
you. Underline any and explain
that we use it in negative and
interrogative sentences. Books
open. Refer the pupils to the first
column in the Grammar box and
go through it briefly. Explain the
activity. Allow the pupils some
time to read through the
sentences and underline the right
answers. Check their answers.
Further practice ‘a/an’ and Pupil 1: (picks
‘any’. ‘popcorn’ in square
1A)
Refer the pupils to the table and
elicit the food/drink Pupil 2: Is there any
ice cream? T can evaluate ss
items. Read the example aloud
story understanding
and explain the activity. Pupil 1: No, there
using five fingers
isn’t.
The pupils ask and answer in retell
pairs. Pupil 2: Is there any
popcorn?
Pupil 1: Yes, there is.
Pupil 2: 1A.
Consolidate the language of Traffic light method is used to find out was
the lesson. the lesson clear or not. Use the stickers
Ask the pupils to think of two
food and drink items they may Poster
eat and drink in the next two Success
End of the
days and draw pictures of them.
lesson
Invite them to present their work
8 min
to the rest of the class. Make
sure you display their work
somewhere in the classroom.
Then help them file it in their
Language Portfolios
Module 6 Health
School:
Lesson 17
Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme Project: A Day poster by Zhaniya
3.2.3.1 respond to basic questions with single words or short responses;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
3.3.4.1 find specific information in different types of texts (postcards, posters,
Learning objectives flyers, messages, and notices: places, time, and prices)
3.4.3.1 create a poster or write a postcard using words and simple phrases
3.4.5.1 apply basic rules of punctuation (use capital letters, full stops, and
question marks)
Learners will be able to:
⮚ make a food poster;

⮚ write about the fruit and vegetables they eat every day;

⮚ respond to basic questions with single words or short responses;

Lesson objectives
⮚ understand short, simple instructions used in familiar everyday contexts;

⮚ find specific information in different types of texts;

⮚ create a poster using words and simple phrases;

⮚ apply basic rules of punctuation;

Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Organization moment: Students answer The teacher assess

Welcome the pupils and learners for their
introduce the topic of the lesson. ability.
Beginning of Warming up “Good job!
the lesson Ask a pupil to come to the Well done!” Pictures
Warming-up board. Whisper a food item to Formative
him/her. The pupil draws the Assessment worksheet
7 min item on the board. The rest of
the class try to guess the item.

Middle of the Present a food poster. The pupils read the PB p76
lesson Refer the pupils to the poster and text and complete the
elicit what they can see. Explain activity Pictures
Presentation the activity. Allow the pupils
Worksheet
and practice. some time
 to read through the text and
complete the activity. Check
their answers.
Check the pupils’ The pupils read the
comprehension of the text. text and tick the food
Check their answers. items mentioned/seen
in the poster.
Generate ideas. Suggested answer
key IWB
Read the questions aloud and • Yes, I do.
30 min
invite individual pupils to • Pears, oranges
answer them. 4 Do a My 5 A and carrots.
Day poster. Present it to the
class. : Consolidate the
language of the module
through a project. Explain the
activity. The pupils do their own
My 5 a Day poster in class or for
homework. They can use
Zhaniya’s project as a mode
Consolidate the language of
the lesson.
Ask the pupils to think of five Poster
fruit and vegetables they may eat Success
End of the
lesson in the next two days and draw
8 min pictures of them. Invite them to
present their work to the rest of
the class

Module 6 Health
School:
Lesson 18
Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme CLIL. Science. Sounds and words.
3.1.2.1 recognise familiar words with visual support;
3.1.4.2 understand simple descriptions of people, actions, and objects with visual
support;
Learning objectives
3.3.1.2 identify and read separate sounds (phonemes) within words, which may
be represented by more than one letter;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
 Learners will be able to:
⮚ explore English through other subject areas (Science);

⮚ say which food is/isn’t good for the teeth;

⮚ understand short, simple instructions used in familiar everyday contexts.

Lesson objectives ⮚ recognise the letters i, b, s, g and x and the sounds they make;

⮚ understand and pronounce the words big and six;

⮚ read/recognise the sight words there, small, is, and, a, it;

⮚ identify and read separate sounds (phonemes) within words, which may
be represented by more than one letter;

Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Organization moment: The teacher assess

Beginning of Name a food/drink item. The Teacher: Cola! learners for their
the lesson pupils put their thumbs up or Class: (thumbs down) ability.
down depending on whether the Teacher: Apples! “Good job!
Warming-up food/drink item is good or bad Class: (thumbs up) etc Well done!”
7 min for the teeth.

Middle of the Present and talk about Suggested answer PB p77,

lesson food/drink items that are good key 78
and bad for the teeth. Apples are good
Presentation Books closed. Have a class for your teeth. Milk Pictures
and practice. discussion, in L1 in necessary, is good for your Worksheet
about the importance of looking teeth. Cake is bad
30 min
after our teeth. Ask the pupils to for your teeth. IWB
tell you what they do in order to
keep their teeth in good
condition (e.g. brush them every
day, etc). Explain that some
food/ drink items are good for
our teeth, whereas others are bad
for our teeth.
Brainstorm food/drink items that
are good/bad for our teeth and
write them in two lists on the
board. This is a good time to
present any new vocabulary.
Books open. Refer the pupils to The pupils repeat after
the pictures, point to and read you.
the food items. The pupils repeat The pupils point to
after you. the pictures, point to
Explain the activity and allow and read the food
the pupils some time to complete items.
it. Check their answers.
Point to the sweets and say:
Sweets are bad for your teeth.
Refer the pupils to the sentence
in the book
and read it aloud. Ask individual
pupils to make similar sentences
and tell the class.
Learn how to look after their The pupils repeat after The teacher
teeth through a song. you. evaluates learners
Present the song. Say, as you for their ability.
mime: Happy teeth, happy teeth, “Good job!
brush them every day! The The pupils listen, Well done!”
pupils repeat after you. Repeat Audio CD
mime and sing along.
the procedure and present the (Track 59)
rest of the song. Play the audio,
twice if necessary. The pupils
listen, mime and sing along. If
you wish, play the animated
video for the pupils to watch and
sing along.
Present the letters i, b, s, g and Teacher’s
x and the sounds they make. The pupils repeat after assessment
Books closed. Draw letter i on you and say the
the board. Point to it and say: \I\. sounds PB p78
The pupils repeat after you. Audio CD
Present the
rest of the letters. Point to the (Track 60)
letters in random order and ask
Pictures
the pupils to say the sounds.
Books open. Play the audio. The pupils listen, worksheet
point to the letters and
repeat the sounds.
Practice recognising the The pupils listen and Pupils are
sounds the letters i, b, s, g and circle the letters they evaluated with
x make. hear. phrases like: Audio CD
Explain the activity. Play the
audio, twice if necessary. Check Well done! (Track 61)
their answers. Brilliant!
Good job! I like it!
Present words with the letters The pupils listen, Teacher’s Audio CD
i, b, s, g and x. point and repeat. Ask assessment
Books closed. Draw a big box (Track 62)
some pupils to say the
on the board and ask: Is it big or letters and the words.
small? Elicit: Big. Write the
letters on the board, point and
say: b \b\ – i \I\ – g \g\ – big \
bIg\. The pupils repeat after you.
Follow the same procedure and
present six.
Books open. Play the audio.
 Practice identifying the The pupils circle the The teacher
number and the word six/6. number 6 as a word or assesses learners
Ask the pupils to circle the as a number in each for their ability.
number 6 as a word or as a line.
number in each line. Check the “Good job!
pupils’ answers.
Well done!”
Present and practice sight The pupils repeat after
words. you. Play the audio. Audio CD
Write the sight words on the The pupils listen and
board and say them. repeat. Invite a pupil (Track 63)
(For further games and to the board. Say a
activities, see the Introduction, word. The pupil says
p. X.)
the word and
underlines it with
his/her finger. Repeat
with more pupils.
Consolidate the language of
the lesson. Poster
The pupils draw food items that Success
End of the
are good and bad for the teeth.
lesson
Make sure you display their
8 min
work in the classroom. Then
help them file it in their
Language Portfolios.

Module 6: Health. Lesson 19 School:

Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme SAT №3
The teacher chooses SAT’s Learning Objectives for Listening, Reading and
Writing that were used during the term. Speaking should be controlled
Learning objectives
separately. The teacher plans the Learning Objectives responding to the learners'
needs.
Learners will be able to:
Lesson Objectives will be determined in accordance with the chosen Learning
Lesson objectives Objectives before. The teacher creates the tasks reflecting the Lesson Objectives
and describes the test procedure in Specification of the Summative Assessment
for the Term.

Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

 Organization moment: Pupils listen to the The teacher
teacher and do the tasks. assesses learners
Welcomes the pupils and for their ability.
Beginning of introduce the topic of the “Good job!
the lesson lesson. Well done!”
Whiteboard
Warming-up Creates a positive
psychological environment.
3 min

LISTENING
Middle of the Task. 1 worksheets
lesson
READING
Presentation
and Practice. Task 2
Track
40 min WRITING
Task 3
Poster
Ending of the Success
lesson
2 min

Module 6 Health
School:
Lesson 20
Date: Teacher name:

Grade: 3 Number present: absent:

Lesson theme Check point
3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
3.4.1.1 spell accurately a few high-frequency words;
Learning objectives
3.5.1.7 use demonstrative pronouns this, these, that, and those to indicate things
in closed questions with support
 Learners will be able to:
⮚ understand short, simple instructions used in familiar everyday contexts.

⮚ revise and consolidate the language of the module;

Lesson objectives
⮚ spell accurately a few high-frequency words;

⮚ understand short, simple instructions used in familiar everyday contexts;

⮚ use demonstrative pronouns this, these.

Plan

Stages / Time Teachers actions Students’ actions Assessment criteria Resources

Organization moment: Teacher: (miming Mutual assessment

Do a quick revision of what the playing hopscotch) through Yes/No
pupils have learnt in the module What am I doing? questions
Beginning of
by asking them questions. Class: You’re playing
the lesson Pictures
hopscotch!
Warming-up Teacher: (drawing
worksheets
two apples on the
7 min board)
Are there any apples?
Class: Yes, there are!
etc
Refer the pupils to the pictures The pupils read and
and elicit the body parts. Read number the sentences
the example and explain the
activity. The pupils read the PB p79
sentences and number the T can evaluate ss Exercise 1
pictures accordingly. Allow story understanding
them some time to complete the using five fingers
activity. Check their answers. retell
Refer the pupils to the picture The pupils look at the Teacher’s
and elicit the food items. Read picture, read the items assessment
Middle of the the example and explain the
lesson activity. The pupils look at the
Exercise 2
Presentation picture, read the items and put a
tick or a cross accordingly.
and practice.
Allow them some time to
30 min complete the activity. Check
their answers.
Read and choose. Explain the The pupils choose The teacher
activity. The pupils read the correct answer assesses learners
sentences and choose the right for their ability.
answers. Allow the pupils time
to complete the activity. Check “Good job!
Exercise 3
their answers.
Well done!”
 Consolidate the language of
the lesson.
Hand out the letter and word Poster
cards, one set per pupil. Name a
Success
End of the sound. The pupils hold up the
lesson corresponding card. Say the
8 min words big and six. The pupils
arrange the letters to make the
words. Repeat the words. The
pupils show the correct word
cards.

Module 7: Buildings!
School:
Lesson 1
Teacher’s name:
Date:

Grade: 3 Number present: Number absent:

Lesson theme: My home, rooms and objects
3.1.2.1 recognize familiar words with visual support;
3.1.4.1 understand basic personal questions;
Learning objectives: 3.1.4.2 understand simple descriptions of people, actions, and objects with visual
support;
3.2.2.1 use isolated words and basic expressions to provide personal information;
3.2.3.1 respond to basic questions with single words or short responses.
Learners will be able to:
⮚ identify parts of a house;

⮚ talk about objects in a room;

Lesson objectives:
⮚ use contextual clues to predict content in short, supported talk on a limited range
of familiar topics;
⮚ use there is/are in a limited range of familiar topics.

Plan
Stages/Time Teacher’s actions Student’s actions Assessment criteria Resources

Beginning Ask the pupils to look at The pupils’ own answers At the organization Pb p80
of the lesson the picture on p. 80 and moment T supports Ss to
tell express their speech
Warming- clearly using «The
up you what they can see. praise» method to
Elicit/Say the evaluate Ss. like:
7 min
name of the city “Good job!
(Astana). Ask the pupils
Well done!”
to tell you, what they The pupils repeat,
 know about the capital chorally and/or
city of Kazakhstan individually.
(history, geography,
sightseeing, etc).
Point to the title of the
module and say:
Buildings.

Middle of Play the audio twice, The pupils listen and «Thumbs Up / Thumbs Pb p81 ex1
the lesson pausing after each word. point to the parts of the Down»
Track 64
house, chorally and/or
Presentatio Then allow the pupils IWB
individually.
n and some time to look at the
Practice. picture
30 min and answer the question. The pupils answer:
Check their answers. There are five rooms
and a garden.
Point to the pictures, one The pupils repeat, Pupils’ answers: Pb p81 ex2
at a time, and present the chorally
There’s a bath in the IWB
things inside a house. and/or individually. bathroom.
Ask individual pupils to The pupils look at the There’s a cooker in the
name the items. Ask the house in Ex. 1 again and kitchen.
rest of the class for make similar sentences.
There’s a bookcase in
verification.
the living room.
Point to the bed, say and
There’s a mirror in the
write: There’s a bed in
hall.
the
bedroom. Remind the
pupils the use of there is.
Refer the pupils to the The pupils listen and “Smiles” method to Pb p81 ex3
pictures and elicit the complete the activity. evaluate
Track 65
parts of the house.
Explain to the pupils that IWB
they will listen to The pupils repeat after
you.
the sounds and number Suggested answer key:
the pictures. Play the
audio, twice if necessary. Pupil 1: Where is
Then, in pairs, the pupils Carlos?
Check the pupils’ practice talking about
answers. Point to picture Pupil 2: He’s in the
where the characters are.
A and ask: Where is bathroom. Where is
Go around the classroom
Cody? Elicit: He’s Tara?
providing any necessary
help. Pupil 1: She’s in the
in the kitchen. Follow the
hall.
same procedure for the
remaining pictures.
 Ask some pairs to report
back to the class.
Ask a pupil to come to The pupils come to the «The praise» method to Whiteboard
the board. Say one of the board and draw one of evaluate Ss. like:
the parts of the house, “Good job!
parts of the house, e.g.
other pupils try to guess
garden, and ask the pupil Well done!”
what kind of room is it
to draw something
associated with it, e.g.
trees. Ask the rest of the
class for verification.
Repeat the activity with
other pupils.
End of the Teacher asks pupils to The pupils make conclusions about how well they understand a
lesson circle the emoji that best topic at a given point in time.
8 min describes what they the pupils answer the questions of the teacher and some of
learned today and why.
them say clearly about their understanding of the lesson.
Emoji Self-Assessment

Module 7: Buildings!
School:
Lesson 2
Date: Teacher’s name:
Grade: 3 Number present: Number absent:

Lesson theme: Things in a room

3.1.2.1 recognize familiar words with visual support;
3.1.5.1.use contextual clues to predict content in short, supported talk on a limited range
Learning objectives: of familiar topics.
3.5.1.1 use singular and plural nouns, including some common irregular plural forms
and high-frequency uncountable nouns;
3.5.1.12 use basic adverbs of place here/there to say where things are
Lesson objectives: Learners will be able to:
 ⮚ identify things inside a house;

⮚ say what there is in my room;

⮚ recognize familiar words with visual support;

⮚ use interrogative pronouns to ask basic questions;

⮚ use demonstrative pronouns to indicate things in closed questions with support.

Plan
Stages/Time Teacher’s actions Student’s actions Assessment criteria Resource
s
Beginning of the Mime an activity The pupils revise the Verbal evaluation
lesson associated with a room in language of the
the house and ask the previous lesson.
Warming-up
pupils to name it.
7 min
e.g. Teacher: (mimes
eating)
Class: Kitchen. etc

Middle of the Play the audio twice, The pupils listen and Individual evaluation Pb p82
lesson pausing after each word. point to the things ex1
Suggested answer key
inside the house. The Track 66
Presentation Time permitting, ask
pupils In my room there is a
and Practice. individual pupils to point IWB
bed and a wardrobe.
to and say the things repeat the items,
30 min There is
inside the house. Ask the chorally and/or
pupils what things there individually. a desk, a chair and a
are in their room. lamp, too!

Explain the activity. The pupils look at the «The praise» method to Pb p82
designs and color in evaluate Ss. like: ex2
Tell them to use the
the areas with a dot to “Good job! IWB
colors indicated by the
reveal the pictures.
dots. Check the pupils’ Well done!”
answers. Point to the first Then, in pairs, pupils
item and ask, as you practice talking about
write on the board: things inside a house. Answer key:
What’s this? Underline Go around the
the word in bold. Elicit: classroom providing A: What’s this?
It’s a yellow cupboard. any necessary help B: It’s a red cupboard.
Then point to the clocks
and ask, as you write on A: What are these?
 the board: What are B: They’re green
these? Underline the lamps.
word in bold. Elicit:
They’re blue clocks.
Focus the pupils’
attention on this and
these and elicit their use.
Divide the pupils into Traffic light method is The pupils use their Pupils
groups. Ask every group used to find out was stickers to show their book,
the lesson clear or not. knowledge according to poster
to choose a room. The
Use the stickers. the lesson
pupils draw and color in
End of the Green- I understood
lesson the room and the items in
it. The groups present Yellow-I have some
8 min
questions
their drawings to the
class. Display their work Red-I need a help.
in the classroom.

Module 7: Buildings!
School:
Lesson 3
Teacher’s name:
Date:

Grade: 3 Number present: Number absent:

Lesson theme: Location of things.

Use of English: plurals.
3.1.5.1.use contextual clues to predict content in short, supported talk on a limited range
of familiar topics;
Learning objectives: 3.3.3.2 find out the main points in short simple descriptions with visual support;
3.3.5.1 read short, illustrated fiction and non-fiction stories written in very simple
language using a Pictionary;
3.5.1.1 use singular and plural nouns.
Learners will be able to:
⮚ talk about location;

⮚ find out the main points in short simple descriptions with visual support;
Lesson objectives:
⮚ spell accurately a few high-frequency words;

⮚ use singular and plural nouns;

⮚ use the basic adverb there to say where things are.

Plan
Stages/Time Teacher’s actions Student’s actions Assessment criteria Resources
 Beginning Play Which one is The pupils play the The pupils evaluate Whiteboard
of the lesson missing? with the class. missing game each other and
Write the things inside a encourage classmate
Warming-
house on the board. Let the with phrases like:
up
pupils look at them for one
Well done!
7 min minute before closing their
eyes. Erase a word. Ask Brilliant!
them to open their eyes.
Ask a pupil to tell you Good job!
which word is missing. I like it!
Repeat the activity as
many times as you think is
necessary.

Middle of Books closed. Draw a The pupils repeat after «The praise» method to Pb p83
the lesson simple sketch of a chair on you and practice evaluate Ss. like: Grammar
the board, say and write: making plural forms of box
Presentatio “Good job!
one chair. the nouns
n and Well done!”
Practice. Then draw another chair,
say and write:
30 min IWB
two chairs. Underline the
Drill your pupils:
letter in bold. Explain to
e.g. Teacher: train
the ss that we form the
Pupil 1: trains
plural form of some nouns
by adding an -s at the Teacher: box
end of the noun. Follow Pupil 2: boxes
the same procedure and
Teacher: baby
present the rest of the Pb p83 ex1
plurals (-es, -ies). Pupil 3: babies

etc
Books open. Go through
the Grammar box briefly.
Read the instructions and
explain the activity. Read
The pupils complete the
the example aloud. Allow activity with new
the pupils some time to gramma theme
complete the activity.
Read the example and The teams take turns “Smiles” method to Pb p83 ex2
explain the game. Explain asking and answering evaluate
the meaning of over there questions about the
 (somewhere a short location of the IWB
distance away from you). corresponding items in
You can also teach over the picture. Each correct
here (near you). Refer the Suggested answer key
answer gets a point. The
pupils to the picture and
team with the most Team A Pupil 1: Where
elicit the names of the
points wins the game. is my lamp?
items. Focus the pupils’
attention on the Team B Pupil 1: It’s
prepositions in, on and over there.
under. Divide the class
Team A Pupil 1:
into two teams, A and B. Where?
Team B Pupil 1: In the
cupboard!
End of the Play How many words? The pupils write down The pupils evaluate
lesson with the class. Divide the as many rooms and each other and
things inside a house as encourage classmate
8 min pupils into pairs. Set a
they can think of (e.g. with phrases like:
time limit. Give the pairs a
hall, lamp, etc). Well done! Brilliant!
minute to write down as Good job! I like it!
many rooms and things
inside a house as they can
think of (e.g. hall, lamp,
etc). Then ask the pairs to
count the different words
they have written and to
add their total. The pairs
report back to the class.
Write each pair’s total
number of words on the
board. The pair that has
the
most words are the winner.
Alternatively, the pupils
can do this activity in two
teams.

Module 7: Buildings!
School:
Lesson 4
Teacher’s name:
Date:
Grade: 3 Number present: Number absent:

Lesson theme: The cool caravan.

Use of English: there is/there are.
3.1.5.1.use contextual clues to predict content in short, supported talk on a limited range
of familiar topics;
Learning objectives: 3.3.3.2 find out the main points in short simple descriptions with visual support;
3.3.5.1 read short, illustrated fiction and non-fiction stories written in very simple
language using a Pictionary.
Learners will be able to:
⮚ listen to and read a story about a caravan;

⮚ make a caravan;
Lesson objectives: ⮚ develop listening comprehension skills through a story;

⮚ revise parts of the house; to read a short, illustrated fiction story written in very
simple language using a dictionary;
⮚ find specific information in different types of texts.
Plan
Stages/Time Teacher’s actions Student’s actions Assessment criteria Resources

Beginning Play The Messy Room! The pupils, in pairs, The pupils evaluate Whiteboard
of the lesson game from the previous take turns asking and each other and
lesson with the class. answering questions encourage classmate
Warming-
Choose various items about the location of with phrases like:
up
from the picture and write the corresponding items
Well done!
7 min their names on the board. on
Repeat the activity as Brilliant!
the board.
many times as you think
is necessary. Good job!
I like it!

Middle of Read the title and elicit its The pupils listen and «The praise» method to Pb p84-85
the lesson meaning. Ask: What is evaluate Ss. like: ex1
follow along in their
the “Good job! Track 67
Presentatio books.
n and story about? Let’s find Well done!”
Practice. out! Go through the
pictures IWB
30 min
and set the scene.
e.g. Teacher: (pointing to
Uncle Lucas in picture 1)
This is Uncle Lucas.
Explain what Uncle
means. (Pointing to the
caravan in picture 1)
Look! This is his new
house.
The pupils listen and
(pointing to the door in answer (four).
picture 1) What’s this?
Class: The door. etc

Follow the same

procedure and present the
rest of the story. Play the
audio.
Ask: How many rooms
are there? Write two and
four on the board. Play
the
audio again. Time The pupils, in pairs,
permitting, play the audio read again and write
a third time with pauses what these words mean.
for the pupils to listen and
repeat, chorally and/or
individually. Check the
pupils’ pronunciation
and intonation. If you
wish, play the animated
video for the pupils to
watch. Write the words
caravan, cute and trip on
the board. Tell them they
can use their dictionaries.
Explain the activity. The pupils read and Photocopies
complete the sentences. of the story
Check the pupils’ cards from
Then they tick the
answers. the Teacher’s
correct boxes.
Extension Activity Resource
Material, one
(Optional)
set per pupil,
In groups, the pupils act
Teacher can evaluate ss for Pb p85
out the dialogue. Ex. 2
• For stronger classes: story understanding
using five fingers retell (Extension
Allow them some time to Activity);
rehearse their dialogues.
 Invite some groups to come
to the front of the classroom
and act out their dialogues.
Provide any necessary help.

• For weaker classes: Hand The pupils listen and

out the photocopies of hold up the
the story cards, one set per corresponding cards.
pupil. Ask the pupils
to color them in. Play the
story with pauses.

Hand out the empty milk The pupils, in two “Smiles” method to An empty
cartons and bottle caps, teams, play the Caravan evaluate milk carton
game. and four
one set per pupil. plastic bottle
caps, one set
per pupil, for
The pupils color empty
Alternatively, hand out Ex. 3
milk cartons and bottle
sheets of paper and ask (Craftwork).
caps in and draw
the pupils to draw and
windows and a door,
color in their caravans.
glue the wheels, or
Place sheets of A4 paper
draw the wheels on the
on the floor in two rows.
carton.
These are the “parking
spaces”. Clap your hands
as the pupils walk around
Alternatively, pupils
the ‘parking spaces’ with
draw and color their
their caravans. When you
caravans on the sheets
stop clapping, they must
of paper.
find a parking space. If a
pupil doesn’t find a
parking space, they are
out of the game and sit
down. The other pupils
wave and say: Bye! Have
a nice trip! Repeat the
activity, taking away one
parking space each time
until there is only one left.
End of the Tell the pupils to draw Extension Activities (Optional)
lesson and color in their favorite
8 min room from the story. Then
1. Say incomplete sentences and ask the pupils to complete them.
they present their
drawings e.g. Teacher: Look! This is my ... Class: new house. etc
to the class.

2. Using a small object, e.g. a rubber, play Hot Potato. The pupils
sit in a circle and pass the ‘hot potato’ around. When you say
 Stop! the pupils stop passing around the ‘hot potato’. Say one
line from the story and have the pupil holding the ‘hot potato’
identifies who says it in the story.

“Self-evaluation” method

Module 7: Buildings!
School:
Lesson 5
Teacher’s name:
Date:

Grade: 3 Number present: Number absent:

Lesson theme: Parts of a house.

Use of English: prepositions of place
3.1.2.1 recognize familiar words with visual support;
3.3.3.2 find out the main points in short simple descriptions with visual support;
Learning objectives: 3.3.4.1 find specific information in different types of texts (postcards, posters, flyers,
messages, and notices: places, time, and prices);
3.4.2.2 use words and short simple phrases to complete a written text at a sentence level;
3.5.1.14 use basic prepositions of place.
Learners will be able to:
⮚ describe a house; to recognize familiar words with visual support;

⮚ use isolated words and basic expressions to provide personal information;

Lesson objectives: ⮚ use cardinal numbers 1-20;

⮚ practice talking about location;

⮚ use there is/are in a limited range of familiar topics;

⮚ use basic prepositions of place.

Plan
Stages/Time Teacher’s actions Student’s actions Assessment criteria Resource
 s
Beginning Say incomplete sentences The pupils try to finish The pupils evaluate each Pb p84
of the lesson from the story. Ask the teacher’s sentences from other and encourage
the story classmate with phrases
Warming- pupils to complete them.
like:
up
e.g. Teacher: There are two
Well done! Brilliant!
7 min big ... Class: windows! etc.
Good job! I like it!

Middle of Present the new The pupils listen and Individual evaluation Pb p86
the lesson vocabulary. Play the audio. point to the parts of the ex1
Play the audio a second house. The pupils listen, Track 68
Presentatio
time, pausing after each point to and repeat the
n and
word. Time permitting, ask parts of the house,
Practice.
individual pupils to point to chorally and/or
30 min and say the parts of the individually.
house.
Read the example and The pupils read and “Smiles” method to Pb p86
explain the activity. Point complete the sentences. evaluate ex2
to the house on page 86, The pupils repeat after Track 69
mime small with your you. Then point to the
fingers and say: I live in a red roof, walls and IWB
small house. What about chimney and say: There
you? Follow the same are walls and a red roof.
procedure and present the There’s a chimney, too!
rest of the song. Play the The pupils repeat after
audio. If you wish, play the you. The pupils listen
animated video for the and point to each part of
pupils to watch and sing the house as they hear it.
along.
Ask the pupils to draw their In pairs, the pupils Pb p86
dream house. Then practice talking about ex3
their dream houses.
they count the rooms of the
house they have drawn,
The teacher evaluates
as well as the people and
learners for their ability.
pets that live there, and
write the numbers in the “Good job!
corresponding boxes in the
 book. Read the example Well done!”
aloud and explain the
activity. Go around the
classroom, providing any
necessary help. Ask some
pairs to come to the front of
the classroom and act out
their dialogues.
Books closed. Put your pen The pupils repeat after Verbal evaluation Pb p87
next to a book and ask you. ex1

the pupils: Where is my IWB

pen? Say, as you write on
the board: Next to the book.
Underline the words in
bold.
Books open. Go through
the Grammar box briefly.
Read the instructions and
explain the activity. Allow
the pupils some time to
look at the pictures, read
the sentences and underline
the correct answers. Check
their answers.
Read the instructions and The pupils look, read Individual evaluation Pb p87
explain the activity. Allow and write yes or no. ex2

the pupils some time to

look at the picture and
complete the activity.
Check their answers.
Read the example and A pupil from Team Pb p87
explain the game. Divide ex3
A makes an incorrect
the class into two teams, A
sentence using the
and B.
picture in Ex. 2 and a
Each correct answer gets preposition (on, in,
one point. The team with under, next to, in front The pupils are evaluated
of, behind). Then a pupil by collecting color
the most points win.
from Team B corrects pencils
them.

End of the Ask a pupil to come to the The pupils consolidate Individual evaluation a pen and
lesson front of the class. Give the language of the a book
lesson
8 min him/her a pen and a book.
Name a preposition of
place, e.g. next to. The
 pupil places the pen (next
to) the book.

Module 7: Buildings!
School:
Lesson 6
Teacher’s name:
Date:

Grade: 3 Number present: Number absent:

Lesson theme: Project: Buildings in our town
3.3.4.1 find specific information in different types of texts (postcards, posters, flyers,
Learning objectives: messages, and notices: places, time, and prices);
3.2.3.1 respond to basic questions with single words or short responses;
3.4.3.1 create a poster or write a postcard, using words and simple phrases;
Learners will be able to:
⮚ do a project about their favorite street;

⮚ identify different types of buildings;

Lesson objectives: ⮚ find specific information in different types of texts;

⮚ follow word order rules in short statements;

⮚ create a poster using words and simple phrases;

⮚ apply basic rules of punctuation.

Plan
Stages/Time Teacher’s actions Student’s actions Assessment criteria Resource
s
Beginning Ask a pupil to close their The pupil looks for the Verbal evaluation
of the lesson eyes while you hide a book. item in the classroom.
When the pupil opens their When they find it, they
Warming-
eyes, ask: Where’s my must say where it is, e.g.
up
book? It’s under the chair.
7 min
Repeat with other pupils,
using other prepositions.

Middle of Point to the picture and ask: The pupils own answers “Smiles” method to Pb p88
 the lesson Is this a busy street or evaluate ex1
Presentatio a quiet street? Elicit: Busy IWB
n and (There are a lot of shops.).
Practice.
Then point to the cinema
30 min and ask: Where is the
cinema? Elicit: Next to the
café. Repeat with the
remaining buildings. Allow
the pupils some time to
look at the picture and tick
the right buildings. Check
the pupils’ answers.
Read the questions aloud. The pupils answer the Individual evaluation Pb p88
Ask individual pupils to questions ex2

answer them.
Suggested answer key:
• My favorite street is
Lion Street.
• It’s a quiet street.
• There’s a swimming
pool, a café and a
cinema.
• I go to Lion Street on
foot.
Explain the activity. Ss can The pupils make their “Smiles” method to Pb p88
use Korkem’s project as a own project in class or evaluate ex3
model. for homework.
End of the Play Whispers. Whisper a Extension Activity Ss’s
lesson building to a pupil. Then projects
Divide the pupils into
8 min they whisper it to the pupil pairs. One pupil shows
next to them and so on. their project or a
different drawing of a
The last pupil says the
street to their partner.
word aloud. Repeat with
The other pupil looks at
various buildings. it for one minute before
closing their eyes. Then
the pupil whose drawing
it is asks where a
building is located. The
other pupil has to
remember and answer
with eyes closed. Then
they switch roles.
Module 7: Buildings!
School:
Lesson 7
Teacher’s name:
Date:

Grade: 3 Number present: Number absent:

Lesson theme: CLIL: Math!

SAU № 7
3.2.1.1 pronounce various sounds of phonemes and phoneme blends using appropriate
Learning objectives: stress, rhythm, and intonation;
3.4.2.2 use words and short simple phrases to complete a written text at a sentence level;
3.5.1.3 use cardinal numbers 1-10; 11 - 20; 21 – 100;
Learners will be able to:
⮚ explore English through other subject areas (Maths);

Lesson objectives: ⮚ recognize and use numbers 30-100;

⮚ present odd and even numbers.

⮚ do the tasks of SAU № 7

Plan
Stages/Time Teacher’s actions Student’s actions Assessment criteria Resource
s
Beginning Ask the pupils to present The pupils present their Individual evaluation
of the lesson their projects to the class. projects and then file it
in their Language
Warming- Make sure you display Portfolios.
up their work in the
classroom.
7 min

Present the new The pupils listen, point «The praise» method to Pb p89
vocabulary. Play the to and repeat the evaluate Ss. like: ex1
audio. Play the audio numbers, chorally “Good job! Track 70
again, pausing after each
 Middle of word. and/or individually. Well done!”
the lesson
Point to the words Odd The pupils listen to the “Smiles” method to Pb p89
Presentatio and Even and say them teacher carefully. Then evaluate ex2
n and aloud. The pupils repeat put the numbers in the
Practice. after you. Explain that correct bags.
odd numbers are numbers
30 min
that cannot be halved
(cannot be divided by
two). Even numbers are
numbers that can be
halved (can be divided by
two). Point to numbers in
random order and ask
individual pupils to say if
they are odd or even.
Explain the activity.
Allow the pupils some
time to put the numbers in
the correct bags. Check
their answers.
Explain the activity. The pupils do the sums Verbal evaluation Pb p89
Allow the pupils enough and write the numbers. ex3
time to do the sums and IWB
write the numbers.
End of the Divide the pupils into two The pupils from two Each team gets point for
lesson teams, A and B. Say: teams do the sums and the correct answers
8 min Fifteen and three! Pick a say if it’s an odd or
pupil from Team A and even number.
ask them to do the sum
and say if it’s an odd or
even number. (Even.) If
they answer correctly,
their team gets one point.
The team with the most
Teacher can assess Ss with
points wins the game. these cards:

Extension Activity
(Optional) Invite the
pupils to count school
items in their classroom
and say if the numbers are
odd or even. e.g.
Teacher: How many
schoolbags are there?
Pupil 1: Twenty-three.
It’s an odd number.
Module 7: Buildings!
School:
Lesson 8
Teacher’s name:
Date:

Grade: 3 Number present: Number absent:

Lesson theme: Checkpoint: Sounds and words
3.2.1.1 pronounce various sounds of phonemes and phoneme blends using appropriate
stress, rhythm, and intonation;
Learning objectives: 3.3.3.2 find out the main points in short simple descriptions with visual support;
3.5.1.1 use singular and plural nouns, including some common irregular plural forms
and high-frequency uncountable nouns;
3.5.1.11 use has got/ have got; there is/are in a limited range of familiar topics;
Learners will be able to:
⮚ recognize the letters j, l, v and y and the sounds they make;

⮚ understand and pronounce the words jam, leg, van and yo-yo;

Lesson objectives: ⮚ read/recognize the sight words we, what, do, some, any, here;

⮚ pronounce various sounds of phonemes and phoneme blends using appropriate

stress, rhythm and intonation;
⮚ identify and read separate sounds (phonemes) within words, which may be
represented by more than one letter.
Plan
Stages/Time Teacher’s actions Student’s actions Assessment criteria Resource
s
Beginning Do a quick revision of what The pupils play in teams, Individual evaluation
of the lesson the pupils have learnt in the A and B. The pupil who
module by playing Letter is the fastest gets a point
Warming-
Scramble. Write the names for their team. The team
up
of rooms in a house, things with the most points
7 min inside a house and parts of wins.
a house on the board, but in
jumbled letter order. Ask a
pupil from each team to
come to the board and
rearrange the letters to form
the right word.

Middle of Draw a big letter j on the The pupils repeat after «The praise» method to Pb p90
the lesson board. Point to it and say: you. evaluate Ss. like: ex1
Presentatio \dZ\. Follow the same “Good job! IWB
n and procedure to present the
The pupils listen, point Well done!” Track 71
Practice. rest of the letters. Play the
to the letters and repeat
audio.
30 min the sounds.
Explain the activity. Play The pupils listen and Individual evaluation Pb p90
the audio, twice if circle the letters they ex2
necessary. hear. Track 72
Show the pupils the jam The pupils repeat after “Smiles” method to Pb p90
picture and ask: What’s you. Some pupils say the evaluate ex3
this? sounds and the words. IWB
Elicit: Jam. Write the Track 73
letters on the board and
say: j \dZ\ – a \œ\ – m \m\ –
jam \dZœm\. Play the
audio.
Explain the game with the The pupil tries to guess Each team gets point for Pb p90
help of a pupil. Shape the the letter and say the the correct answers ex4
letter j on a pupil’s back, sound. If the pupil IWB
using your finger. Divide guesses the letter and
the class into two teams. says the sound correctly,
their team gets one
point.
Say the sight words, one at The pupils listen and Individual evaluation Pb p90
a time, and write them repeat. ex5

on the board. Play the Track 74

audio.
Read the instructions and The pupils look at the Individual evaluation Pb p91
explain the activity. Check picture and complete the ex1
their answers. activity.
Refer the pupils to the The pupils look at the “Smiles” method to Pb p91
picture and elicit the parts picture and complete the evaluate ex2
of a house. Read the activity. IWB
example and explain the
activity. Check their
answers.
Read the example and The pupils complete the Verbal evaluation Pb p91
explain the activity. Check activity. ex3
their answers.
End of the Hand out the letter and The pupils hold up the «The praise» method to
lesson word cards, one set per corresponding card. evaluate Ss. like:
8 min pupil. Name a sound or say
a word. Repeat with the
remaining letters and “Good job!
words.
 Well done!”
Extension Activity
Ask the pupils to go
through the module, find
and circle any of the sight
words they can see.

The pupils point to and

say sight words aloud.

Module 8: My
Holidays!
School:
Lesson 9
Teacher’s name:
Date:

Grade: 3 Number present: Number absent:

Lesson theme: Family Holidays
3.1.2.1 recognise familiar words with visual support;
Learning objectives: 3.2.3.2 make basic requests related to immediate personal needs;
3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
Learners will be able to:
⮚ identify holiday items;

⮚ make basic requests related to immediate personal needs;

Lesson objectives:
⮚ use basic adverbs of place here/there to say where things are;

⮚ use the verb can/can’t; to use basic prepositions of place; to use basic
prepositions of time
Plan
Stages/Time Teacher’s actions Student’s actions Assessment criteria Resources

Beginning Ask the pupils to look at The pupils “Smiles” method to

of the lesson the picture on p. 92 and tell evaluate
repeat, chorally and/or
Warming- you what they can see, in individually.
up L1 if necessary. Point to the
7 min title of the module and say: Pupils’ own answers
My Holidays. Ask: Where
do you go on holiday? How
do you usually travel?
Elicit responses from pupils
and have a class discussion,
in L1 if necessary. Point to
the girls’ wearing goggles
and ask: What are the girls
 wearing? Present/Elicit:
Goggles. Ask the pupils
what they take with them
when they go on holiday.
Elicit responses from
around the class (e.g. I
usually take my swimsuit.).
Middle of Present the new The pupils listen and Individual evaluation Pb p93 ex1
the lesson vocabulary. point to the
IWB
Presentatio Play the audio twice, holiday items and repeat Track 75
n and pausing after each word. the words, chorally
Practice. Time permitting, ask and/or individually.
individual pupils to point to
30 min
and say the holiday items.
Explain the activity. Read The pupils complete the «The praise» method Pb p93 ex2
the first sentence aloud and activity. to evaluate Ss. like:
IWB
elicit the answer “Good job!
(swimming trunks, Well done!”
swimsuit). Tell the
pupils that they have got 2
minutes to complete the
activity.
Books closed. Say, then The pupils repeat after Verbal evaluation Pb p93 ex3
write on the board: Can I you.
use your suitcase? Answer IWB
and write: Yes, you can.
Underline the words in
bold. Say: Can I wear your
sandals? Answer and write
on the board: No, you
can’t. Point to an item in
the class that is near you,
write
on the board and say:
Where’s my book? Answer:
It’s over here. Underline
the word in bold. Point to
an
item in the class that is far
away from you, write on
the board and say: Where’s
 my desk? Answer: It’s
over there. Explain that
we use here/there to say
where things are.
Books open. Go through
the questions and answers
with the pupils and
explain/elicit any unknown
words. Allow the pupils
some time to complete the
activity. Then, in pairs, the
pupils practice the short
exchanges. Ask some pairs
to report back to the
class.
End of the Set a time limit (e.g. two The pupil who writes the most words wins and Copybooks
lesson minutes) and ask the pupils gets points.
8 min to write down as many
words as they can
remember from the lesson.

Module 8: My
Holidays!
School:
Lesson 10
Teacher’s name:
Date:

Grade: 3 Number present: Number absent:

Lesson theme: Means of transport

3.1.2.1 recognize familiar words with visual support;

3.2.3.1 respond to basic questions with single words or short responses;
3.5.1.6 use interrogative pronouns who, what, where, how, and when to ask basic
Learning objectives: questions;
3.4.2.1. follow word order rules in short statements;
3.4.5.1 apply basic rules of punctuation (use capital letters, full stops, and question
marks).
Lesson objectives: Learners will be able to:
⮚ talk about means of transport;

⮚ identify means of transport that travel in the air, on the ground and on water;

⮚ understand basic personal questions;

 ⮚ use interrogative pronoun how to ask basic questions.
Plan
Stages/Time Teacher’s actions Student’s actions Assessment criteria Resource
s
Beginning Ask a pupil to mime an The pupils revise the Individual evaluation
of the lesson action associated with one language of the previous
lesson.
Warming- of the places from the
up previous lesson. Ask the
rest of the class to guess
7 min
which place it is.
e.g. Teacher: (mimes eating
popcorn)
Pupil 1: Cinema! etc

Middle of Present the new The pupils listen and Answer key: Pb p94
the lesson vocabulary. point to the ex1
A helicopter travels in
Presentatio Play the audio twice, means of transport and the air. A lorry travels Track 76
n and pausing after each word. repeat the words, on the ground. A boat
Practice. chorally and/or travels on water. A train
Time permitting, ask
individually. travels on the ground.
30 min individual pupils to point to
and say the means of A plane travels in the
transport. Point to the air. A car travels on the
helicopter and ask: Where ground. A bus travels on
does it travel? Elicit: In the the ground. A motorbike
air. Follow the same travels on the ground.
procedure and present/elicit
where the remaining means
of transport travel.
Point to the pictures (A-D) The pupils listen and «The praise» method to Pb p94
and elicit the means of complete the activity. evaluate Ss. like: ex2

transport. Explain the “Good job! Track 77

activity. Play the audio. Well done!”
Check their answers.
Present the song. Point to The pupils repeat after Verbal evaluation Pb p94
and read the first sentence. you, then sing along. ex3

Follow the same procedure Track 77

and present the rest of the

 song. Play the audio and IWB
encourage the pupils to sing
along. If you wish, play the
animated video for the
pupils to watch and sing
along.
Books closed. Say, then The pupils repeat after Verbal evaluation Pb p95
write on the board: How do you. ex1

you like travelling? The pupils read and put Grammar

Underline the word in bold. the words into the box
The pupils repeat after you.
correct order to make
Say, then write on the
sentences, then match
board: I like travelling by
them to the
boat.
corresponding pictures.
Explain to the pupils that
we use how to ask about
different ways of travelling.
Books open. Go through
the Grammar box briefly.
Read the instructions and
explain the activity.
Divide the pupils into The pupils going to do a “Smiles” method to Pb p95
groups. The survey about how they evaluate ex2
would like to travel
pupils ask and answer
around the country.
questions about how they
like travelling and they
keep a record of their
preferences. Then the
pupils report back to the
class by saying how many
pupils prefer each means of
transport.
End of the Ask the pupils to draw their The pupils draw their
lesson favorite means of favorite means of
8 min transport. Then they can transport.
present it to the class. Make
The teacher evaluates
sure, you display their work
learners for their ability.
in the classroom. Then help
“Good job!
them file it in their
Language Portfolios. Well done!”
Module 8: My
Holidays!
School:
Lesson 11
Teacher’s name:
Date:

Grade: 3 Number present: Number absent:

Happy Holidays!
Lesson theme: At the Seaside!

3.1.4.2 understand simple descriptions of people, actions, and objects with visual
support;
Learning objectives: 3.3.3.2 find out the main points in short simple descriptions with visual support;
3.3.5.1 read short, illustrated fiction and non-fiction stories written in very simple
language using a dictionary;
3.4.3.1 create a poster or write a postcard, using words and simple phrases;
Learners will be able to:
⮚ listen to and read stories about holidays;

⮚ develop listening comprehension skills through a story;

⮚ talk about holidays;

Lesson objectives:
⮚ understand short, simple instructions used in familiar everyday contexts;

⮚ read short, illustrated fiction stories written in very simple language using a
dictionary;
⮚ use common adjectives in descriptions of people and things and simple feelings
with support.
Plan
Stages/Time Teacher’s actions Student’s actions Assessment criteria Resource
s
Beginning Welcome the pupils by Pupils’ own answers «The praise» method to Pb p96-97
of the lesson saying Happy Holidays. evaluate Ss. like:

Warming- Have a class discussion, in “Good job!

up L1 if necessary, about Well done!”
7 min where they spend their
summer holidays and what
they do there. Ask the
pupils if they like to camp
or swim during summer
holidays. Ask them where
they usually camp or swim,
what fun activities they do,
etc. Ask the pupils if they
 ever go to the mountains or
the seaside and what they
like doing there. Tell the
pupils that they are going to
read a story about a
camping holiday and a
summer holiday.
Middle of Read the title of the first The pupils listen and Answer key: Track 78
the lesson story and elicit the follow in their books.
Happy Holidays! is
meaning.
Presentatio about a camping
IWB
n and Ask: What is the story holiday.
Practice. about? Let’s find out! Go
At the Seaside is about a
through the pictures and set
30 min beach holiday. Pb p96-97
the scene.
e.g. Teacher: (pointing to
the tent in picture 1)
What’s this?
Class: A tent.
Teacher: Yes. The children
are camping. etc.
Then read the title of the
second story and elicit the
meaning. Ask: What is the
story about? Let’s find out!
Go through the pictures and
set the scene.
e.g. Teacher: (pointing to
picture 1) Where are they?
Class: At the seaside! Etc.
Play the audio. Then allow
the pupils some time to
read
the stories again and decide
which story is about a
beach holiday and which
story is about a camping
holiday.
Have a class discussion, in The pupils draw the “Smiles” method to Language
L1 if necessary, about picture showing the evaluate Portfolios.
which story the pupils like story they like the most.
the most. Ask the pupils to Then they file it in their
 draw a picture showing Language Portfolios.
their preference. Then they
present their drawings to
the class. Make sure you
display their work in the
classroom. Then help them
file it in their Language
Portfolios.
End of the Say some sentences/phrases Individual evaluation
lesson from the stories. The
8 min pupils say who is speaking.
e.g. Teacher: Let’s collect
them!
Class: Elsa. Etc.

Module 8: My
Holidays!
School:
Lesson 12
Teacher’s name:
Date:

Grade: 3 Number present: Number absent:

Places in a town.
Lesson theme: Use of English: can/can’t.

3.1.4.2 understand simple descriptions of people, actions, and objects with visual
support;
3.1.5.1.use contextual clues to predict content in short, supported talk on a limited range
of familiar topics;
3.3.4.1 find specific information in different types of texts (postcards, posters, flyers,
Learning objectives: messages, and notices: places, time, and prices);
3.4.2.1. follow word order rules in short statements;
3.5.1.12 use basic adverbs of place here/there to say where things are;
3.5.1.13 use can/ can’t to describe the ability;
3.5.1.6 use interrogative pronouns who, what, where, how, and when to ask basic
questions;
Lesson objectives: Learners will be able to:
⮚ talk about places in a town;

⮚ understand basic personal questions;

⮚ use can/can’t to describe ability.

 ⮚ present and practice question words;

⮚ link ideas with and, but;

⮚ use common adjectives in descriptions of people and things;

⮚ use interrogative pronouns to ask basic questions.

Plan
Stages/Time Teacher’s actions Student’s actions Assessment criteria Resource
s
Beginning Ask questions from the Pupils’ own answers Individual evaluation Pb p96-97
of the lesson stories from the previous
Warming- lesson and have pupils
up answer them.
7 min e.g. Teacher: Where are the
children in the second
story?
Class: At the seaside! Etc.

Middle of Present the new The pupils listen and «The praise» method to Pb p98
the lesson vocabulary. point to the places in the evaluate Ss. like: ex1
street map and repeat the “Good job! Track 79
Presentatio Play the audio twice,
places in a town,
n and pausing after each word. Well done!” IWB
chorally and/or
Practice.
Point to the street map
individually.
30 min again and ask: What is
there near your house?
Elicit responses from
around the class.
Explain the activity. Point The pupils listen and Verbal evaluation Pb p98
to the pictures and elicit the complete the activity. ex2

places. Play the audio, Track 80

twice if necessary.
Point to the picture, read In pairs, the pupils Suggested answer key
the example and explain practice talking about
Pupil 1: What can we
places in a town.
the activity. Ask some pairs do today?
to come to the front of the
Pupil 2: We can go to
classroom and act out their
the cinema.
dialogues.
 Pupil 1: OK. Let’s go!
Books closed. Say, as you The pupils repeat “Smiles” method to Pb p99
write on the board: Who’s evaluate ex1
after you.
this? Underline the word in Grammar
bold. Answer: My friend. box
Elicit the meaning and The pupils write the IWB
questions, then answer
the use of who. Follow the
them.
same procedure to present
the rest of the question
words. Elicit the meaning
of because when answering
questions beginning
with why. Ask the pupils,
in pairs, to ask and answer
questions using the
question words on the
board.
Then ask pairs to come to
the front of the classroom
and present their
exchanges.
Books open. Go through
the Grammar box briefly.
Read the instructions and
explain the activity.
Read the instructions and The pupils write a Suggested answer key: Pb p99
explain the activity. postcard to their ex2
Dear Grandpa,
grandma/grandpa. They
Alternatively, assign it as
can use Ex. 1 as a model. Greetings from Bristol.
homework.
It’s hot and sunny today
and
I am with mum and dad
at the beach because we
love swimming. It’s so
beautiful here! How are
you?
See you soon,
Berik
End of the Say incorrect sentences The pupils have «The praise» method to
lesson from Ex. 1. evaluate Ss. like:
to correct the sentences.
8 min e.g. Teacher: Assel is nine “Good job!
 years old. Well done!”
Pupil 1: No, she isn’t.
She’s ten years old. Etc.

Module 8: My
Holidays!
School:
Lesson 13
Teacher’s name:
Date:

Grade: 3 Number present: Number absent:

Project: Keep safe, everyone!
Lesson theme: SAU № 8

3.4.1.1 spell accurately a few high-frequency words;

Learning objectives: 3.4.3.1 create a poster or write a postcard, using words and simple phrases;
3.5.1.13 use can/ can’t to describe the ability;
Learners will be able to:
⮚ do a project about being safe at the beach;

⮚ encourage pupils to think about safety at the beach;

Lesson objectives: ⮚ understand short, simple instructions used in familiar everyday contexts;

⮚ follow word order rules in short statements;

⮚ apply basic rules of punctuation.

⮚ do the tasks of SAU № 8

Plan
Stages/ Teacher’s actions Student’s actions Assessment criteria Resources
Time
Beginning Have a class discussion Pupils’ own answers «The praise» method to IWB
of the about the beach, in L1 if evaluate Ss. like:
The pupils brainstorm
lesson
necessary. Ask: Do you dangers at the beach “Good job!
7 min go to the beach? What do and what we can do to
Well done!”
you do there? Do you stay safe, e.g. use
suncream to avoid
swim? Do you make
getting sunburnt.
sandcastles? Do
you have a picnic? Do
you like sitting in the
sun? What
do you wear in the sun?
 etc. Elicit answers.
Explain that although the
beach is a fun place, we
have to be careful and
stay safe.
Middle of Refer the pupils to the The pupils read the Individual evaluation Pb p100
the lesson pictures and explain the sentences and write the ex1
30 min activity. Time permitting, words.
invite the pupils to read
the sentences aloud.
Point to the first sentence The pupils think about Suggested answer key: Pictures of
and ask: Is it safe? Elicit: safe and unsafe safe/unsafe
behavior at the beach behavior at
Yes. Repeat with the the beach
and then complete the
remaining sentences.
activity. IWB
Have a class discussion,
in L1 if necessary, about Pb p100
what is ex2
safe and unsafe behavior
at the beach.
Teacher explains the The pupils do their own “Smiles” method to Pb p100
activity. Be Safe at the Beach! evaluate ex3
project in class or for
homework. They can
use Ex. 1 as a model.

End of the Divide the pupils into two The Safe/Not Safe Teacher can evaluates pupils with these
lesson groups (Safe/Not Safe). groups stand up cards:
8 min accordingly, when they
Show them the pictures of
see the corresponding
safe/unsafe behavior
pictures.
from the Internet or
magazines, you have
brought in.

Module 8: My
Holidays!
School:
Lesson 14
Teacher’s name:
Date:

Grade: 3 Number present: Number absent:

Lesson theme: CLIL: Science

Learning objectives: 3.3.3.1 understand short, simple instructions used in familiar everyday contexts;
3.4.3.1 create a poster or write a postcard, using words and simple phrases;
 Learners will be able to:
⮚ explore English through other subject areas (Science);
Lesson objectives:
⮚ talk about the importance of water;

⮚ identify things that need or don’t need water.

Plan
Stages/Time Teacher’s actions Student’s actions Assessment criteria Resource
s
Beginning Teacher display pupil’s The pupils present their «The praise» method to Pupils’
of the lesson work in the classroom. projects to the class, then evaluate Ss. like: projects

Warming- Then help them file it in file it in their Language “Good job!
up their Language Portfolios. Portfolios. Well done!”
7 min

Emoticons

Middle of Point to the pictures, one at The pupils look at the Pb p101
the lesson a time, and elicit/present remaining pictures and ex1
place a tick or a cross. IWB
Presentatio the words. Explain the
n and activity. Point to the teddy
Practice. bear and ask: Does it need
water? Elicit: No, it Pupils are evaluated by
30 min
doesn’t. collecting color pencils
Refer the pupils to the
sentence, point to the teddy
bear and say: A teddy bear Answer key:
doesn’t need water. A goat needs water.
A tree needs water.
A lamp doesn’t need
Then ask individual pupils water. A lorry doesn’t
to make similar sentences need water. An apple
about the rest of the tree needs water. A
pictures. Ask the rest of the mirror doesn’t need
class for verification. water. A flower needs
water. Children need
water. Animals need
 water. A bike doesn’t
need water.
Have a class discussion In groups, the pupils “Smiles” method to Pb p101
about things that need make a poster of evaluate ex2

water to live. different things that need

water, then present it to
the class.
End of the Have a class discussion Then the pupils make a
lesson about ways we can save drawing about how to
8 min water. Teacher helps pupils save water (e.g. turn off
file it in their Language the tap while brushing
Portfolios. teeth) and present it to
the class.

Module 8: My
Holidays!
School:
Lesson 15
Teacher’s name:
Date:

Grade: 3 Number present: Number absent:

Lesson theme: SAT № 4
3.1.4.1 understand basic personal questions;
3.2.3.2 make basic requests related to immediate personal needs;
3.3.4.1 find specific information in different types of texts (postcards, posters, flyers,
Learning objectives: messages, and notices: places, time, and prices);
3.4.2.1. follow word order rules in short statements;
3.5.1.6 use interrogative pronouns who, what, where, how, and when to ask basic
questions.
Learners will be able to:
Lesson objectives: Lesson Objectives will be determined in accordance with the chosen learning objectives
before. The teacher creates the tasks reflecting the Lesson Objectives and describes the
test procedure in Specification of the Summative Assessment for the Term.
Plan
Stages/Time Teacher’s actions Student’s actions Assessment criteria Resources

Beginning Organization moment: The teacher assesses

of the lesson learners for their ability.
Welcome the pupils and
Warming- introduce the topic of the “Good job!
up lesson.
Well done!”
3 min
 Emoticons

Middle of LISTENING
the lesson worksheets
Task. 1
Presentatio READING
n and
Practice. Task 2
WRITING Track
40 min
Task 3

End of the Poster

lesson
Success
2 min

Emoticons

Module 8: My
Holidays!
School:
Lesson 16
Teacher’s name:
Date:

Grade: 3 Number present: Number absent:

Lesson theme: Sounds and words

Checkpoint
3.2.1.1 pronounce various sounds of phonemes and phoneme blends using appropriate
stress, rhythm, and intonation;
3.3.1.2 identify and read separate sounds (phonemes) within words, which may be
Learning objectives: represented by more than one letter;
3.4.2.2 use words and short simple phrases to complete a written text at a sentence level;
3.5.1.6 use interrogative pronouns who, what, where, how, and when to ask basic
questions.
Lesson objectives: Learners will be able to:
⮚ recognize the letters k, q and z and the sounds they make;
 ⮚ understand and pronounce the words quilt, koala, zip;

⮚ read/recognize the sight words find, come, help, go, who, with;

⮚ identify and read separate sounds (phonemes) within words, which may be
represented by more than one letter.
⮚ revise and consolidate the language of the module;

⮚ spell accurately a few high-frequency words;

⮚ understand short, simple instructions used in familiar everyday contexts.

Plan
Stages/Time Teacher’s actions Student’s actions Assessment criteria Resource
s
Beginning Divide the class into two The pupils have to mime Each team gets point for the correct
of the lesson teams, A and B. Ask a the word for their team answers
pupil to guess. The team that
Warming- says the word first, gets
up from each team to come to a point. The team with
the front. Whisper a word the most points wins the
7 min
game.
from the module.

Middle of Books closed. Draw a big The pupils repeat after «The praise» method to Track 81
the lesson letter k on the board. Point you. evaluate Ss. like:
Pb p102
Presentatio to it and say: /k/. The pupils listen, point “Good job! ex1
n and to the letters and repeat Well done!”
Point to the letters in
Practice. the sounds.
random order and ask the
30 min pupils to say the sounds
they make.
Books open. Play the audio.
Explain the activity. Play The pupils listen and Individual evaluation Track 82
the audio, twice if circle the right letters.
Pb p102
necessary. ex2
Show the pupils the zip on The pupils repeat after Verbal evaluation Track 83
a pencil case or a schoolbag you.
Pb p102
and ask: What’s this? ex3
Elicit: Zip. Write the letters
 on the board, point to and
say: z /z/ – i /I/ – p /p/ – zip
/zIp/. Follow the same
procedure and present
koala and quilt, using
simple drawings.
Play the audio.

The pupils listen, point

and repeat.
Explain the activity. Ask The pupils complete the Individual evaluation Pb p102
the pupils to name the activity. ex4
pictures.
Write the sight words on The pupils listen and “Smiles” method to Track 84
the board. Point to and repeat. evaluate
Pb p102
say the words. Play the ex5

audio. Invite a pupil to The pupil says the word

come to the board. Say a while underlining it with
word. their finger.
Refer the pupils to the The pupils complete the Individual evaluation Pb p103
pictures and elicit what activity. ex1
they
can see. Read the example
and explain the activity.
Refer the pupils to the The pupils look at the Pb p103
pictures and elicit what pictures and complete ex2
they the activity.
can see. Read the example
and explain the activity. The teacher evaluates
learners for their ability.
Read the instructions and The pupils unscramble Pb p103
explain the activity. the letters and complete “Good job! ex3
the activity. Well done!”

Read the example and The pupils complete the Pb p103

explain the activity. activity. ex4

End of the Hand out the letter and The pupils hold up the The letter
lesson word cards, one set per corresponding cards k, q,
pupil. Say a sound. z and the
8 min letter card. word
Repeat with the remaining cards
The pupils hold up the
letter cards. quilt,
word cards and say the
koala and
Say the words quilt, zip and words.
zip
koala, one at a time.