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 / Teachers actions Students’ actions Assessment Resources
Time criteria

Beginning of Organization moment: The teacher

the lesson Welcome the pupils and Pupils sayHello. assesses learners
Warming-up introduce the topic of the for their ability.
Photocopies
7 min lesson. e.g., Pupil 1: Hello, “Good job!
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
Emoticons Beginning
respond. Hand out the
the Lesson
photocopies of the name tags,
activity;
filled in with the pupils’
Class Audio.
names. The pupils colour
their name tags using their
favourite colour.

Middle of To present the characters The pupils listen and

the lesson and greetings/ introductions point to the pictures.
Presentation Present the characters by
and pointing to them, one at a Picture
Practice. time, and saying their names. The pupils listen, Audio CD
30 min Explain that Elsa and Cody point to the pictures
are brother and sister while and repeat, chorally Pb. p.7, ex.1
Cody and Tara are their and/or individually.
friends. Carlos has got a dog
called Chico!
Read out the example. A pupil from the class Activity book
Divide the class into groups. says: Hello, (Ulan).
The pupils act out similar The pupil at the front
 dialogues. Go around the has to guess who it is
classroom providing any and respond: Hello,
necessary help. Ask some (Sultan). If (Ulan)
groups to come to the front of guesses correctly,
the classroom and act out (Sultan) takes his
their dialogues. place at the front and
IWB
Play the Guess Who? game. the game continues.
(Whiteboard)
Ask a pupil to come to the e.g.Sultan: Hello,
Pb. p.7,
front of the classroom with (Ulan)! Ulan: Hello,
ex.2-3
their back to the class. (Sultan)! etc
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

Date: Teacher name:

Grade: 3 Number present: absent:
Lesson theme Colours
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:
 talk about one’s favouritecolour;
 recognise familiar words with visual support;
 respond to basic questions with single words or short responses;
Plan
Stages / Teachers actions Students’ actions Assessment Resources
Time criteria
Beginning of Organization moment: The teacher
the lesson Welcome the pupils and Pupils sayHello. assesses
Warming-up introduce the topic of the learners for their
7 min lesson. e.g., Pupil 1: Hello, I’m ability.
Warming up (Ulan). (points to name “Good job!
Revise the language of the tag) Well done!”
previous lesson. Ask Pupil 2: Hello, I’m Formative
Picture
individual pupils to tell you (Assel). (points to name Assessment
Audio CD
their names. e.g. Teacher: tag) etc
Hello! I’m (Miss Sharipova).
What’s your name? Pupil 1:
Hi. I’m Ulan. Etc

Emoticons

Middle of Present and practise The pupils listen and

the lesson colours. point to the colours.
Presentation Present the new vocabulary. The pupils listen, point
and Introduction for ways to to and repeat the colours,
Practice. present the new vocabulary. chorally and/or Emoticons IWB
30 min (Ex 1 p 8 PB) Plays the audio. individually.
(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

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

Emoticons
Module 1: Hello English! School:
Lesson 3

Date: Teacher name:

Grade: 3 Number present: absent:
Lesson theme I can talk about myself and my friend.

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:
 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 / Teachers actions Students’ actions Assessment criteria Resources
Time

Beginning of Organization moment: Pupils practise The teacher

the lesson Welcome the pupils talking about their assesses learners for
Warming-up Warming up favourite colour. Go their ability.
7 min Revises the language of the around the “Good job!
previous lesson. classroom providing Well done!”
Asks pupils to name as many any necessary help. Formative Assessment
Picture
colours as they can Invite some pairs to
Audio CD
remember. Then asks them to come to the front of
come to the front of the the classroom and
classroom in pairs and asks act out their
each other about their dialogues.
favourite colour. Repeats with
as many pupils as she(he) Emoticons
feels necessary.
Middle of Circle. Photocopies
the lesson To present and practise the The pupils repeat of the story
Presentation verb ‘to be’ (singular) and after teacher. cards
and short answers. Books open.
from the
Practice. Books closed. Points to Go through the
Teacher’s
30 min herself (himself) and says: I Grammar box
Resource
am a teacher. briefly. Read the Emoticons Material,
Writes I am on the board. instructions and
one set
Points to a pupil and says: explain the activity.
IWB
You are a pupil. Allow some time to
Writes You are on the board. circle the right (Whiteboar
Follows the same procedures answer. Check their d)
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
Pb p 9 ex
(singular).
3,4
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
questions and short answers. The pupils repeat and encourage
Books closed. Holds up a after teacher. classmate with
pencil and says: Is it a pencil? phrases like:
Hold up a book and say: Is it No, it isn’t. The Well done!
a schoolbag? pupils repeat after Brilliant!
teacher. Good job!
Explains to the pupils that in I like it!
short answers we use Yes or
No, the subject pronoun IWB
and the verb form is/isn’t,
are/aren’t. Pupil 1: Is it a
pencil? /Is it green?
Books open. Pupil 2: Yes, itis.
Teacher reads the instructions /No, it isn’t.
and explains the activity.
Allows the pupils some time
to complete it. Check their
answers.
End of the To consolidate the language Self-evaluation” method
lesson of the lesson. Invites pupils to
come to the front of the
8 min
classroom and brings a
pen/pencil/book with them.
The pupils take turns asking Emoticons
questions about the objects Poster
they are holding. Success
Module 1: Hello English! School:
Lesson 4

Date: Teacher name:

Grade: 3 Number present: absent:
Lesson theme Aboutme
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 / Teachers actions Students’ actions Assessment criteria Resources
Time

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

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

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

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

Follow the same procedure Pupils listen and

and present the rest of the follow along in their
story. Play the audio. The books.
pupils listen and follow along
in their books. Ask: How
many colours are there?
Write 5, 6 and 7 on the board. IWB
Play the audio again. The Pupils listen and
pupils listen and answer (7). answer (7).
Time permitting, play the
audio a third time with pauses
for the pupils to listen and Pupils to listen and
repeat, chorally and/or repeat, chorally
individually. Check the and/or individually. The teacher evaluates
pupils’ pronunciation and learners for their
intonation. If you wish, play ability.
the animated video forhe
“Good job!
pupils to watch.
Well done!”
To interpret visual Pupils act out the
information. dialogue.
Explain the activity. The groups to come to
pupils look at the pictures and the front of the
the story. Then they tick the classroom and act
images they see in the story. out their dialogues.
Check the pupils’ answers.

Craftwork
Make a rainbow hat. Play
the Rainbow game. Pupils to colour in
Hand out the photocopies of the rainbows.
the Rainbow hat template, pupils can refer to
one set for each pupil. If the the rainbow on p. 8
template is not big enough, to see the order of
you can make an enlarged the colours.
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 Pupils play the
 in the rainbows. Help the Rainbow game
pupils staple the rainbows
onto their hats. The pupils can The pupils put on
refer to the rainbow on p. 8 to their rainbow hats.
see the order of the colours. Pupils from each
team take turns
In two teams, the pupils play pointing to a colour
the Rainbow game. The on their rainbow hat
pupils put on their rainbow (without looking at
hats. Pupils from each team it) and trying to
take turns pointing to a colour guess which colour
on their rainbow hat (without it is.
looking at it) and trying to
guess which colour it is. Each
correct guess wins a point.
The team with the most
points wins.
End of the Ask the pupils to look at the Self-evaluation” method
lesson story again and try to
memorise as much as
8 min
possible. Explain to the pupils Poster
that they are going to play a Success
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.

Module 1: Hello English! School 178

Lesson 5
Date: 17.09.2024 Teacher name: BaltabayevaAigul
Grade: 3 Number present: absent:
Lesson theme I can talk about my friends.
Learning objectives 3.3.1.1 recognise sounds and name the letters of the alphabet;
3.3.2.1 identify some familiar words and signs on illustrations /pictures in
common everyday situations;
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.
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
Value links Family – Family values are moral and ethical principles of typical family life,
including sacrificing for loved ones, putting your loved ones first, and keeping
your loved ones at the centre of your thoughts and actions.
Plan
Stages / Teachers actions Students’ actions Assessment criteria Resources
Time

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

the lesson To revise the language of story assesses learners for
Warming-up the previous lesson. their ability.
7 min Ask the pupils, in L1 if “Good job!
necessary, to tell you which Well done!” Class
part of the story they liked Formative Assessment Audio; slips
best and why. Ask them to of paper
tell you how many colours with
there are in a rainbow and numbers
name them. Then invite Pupils vote on the 1-10, one
pupils to come to the front of best performance. slip per
the classroom and act out Emoticons pupil and a
parts of the story. Ask the rest box/jar for
of the class to vote on the best Ex. 3.
performance.
 Middle of To present numbers 1-10. The pupils listen and
the lesson Present the new vocabulary. point to the numbers.
Presentation (See p. X of the Introduction
and for ways to present the new
Practice. vocabulary.) Play the audio. The pupils listen,
30 min The pupils listen and point to point to and repeat
Track 07
the numbers. Play the audio a the numbers, Pupils are evaluated
second time, pausing after chorally and/or by collecting color
each word. individually. pencils

How old are they? Listen and

write. (Track 07)
To practise numbers 1-10. Ss evaluate each other
Say, as you write on the The pupils repeat and encourage Activity
board: How old are you? The after teacher. classmate with book
pupils repeat after you. phrases like:
Explain the meaning of the
question, in L1 if necessary. Well done!
Say: I’m ten. Repeat the The pupils listen and Brilliant! Pb.p13
question and elicit answers write the correct Good job! ex 1,2
from around the class. Point answers. I like it!
to the example and explain
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 A pupil from Team
with the numbers 1-10 in a B asks: How old are
box or jar. Divide the class you?
into two teams, A and B. A The pupil from The teacher evaluates
pupil from Team A picks a Team A must learners for their
slip of paper. A pupil from answer using the ability.
Team B asks: How old are number on the slip
“Good job!
you? The pupil from Team A of paper.
must answer using the Team A Pupil 1: Well done!”
number on the slip of paper. (picks number 8)
If he/she answers correctly, Team B Pupil 2:
Team A gets a point and the How old are you?
game continues with Team B Team A Pupil 1: I’m
picking a number. eight. etc

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

lesson board. Write a colour under Success
each number.
8 min
1 red 5 blue 2 3 orange
yellow 6 white 7 black 4
green 8 purple The pupil who writes the most words wins
Elicit the numbers and the and gets points
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.
Module 1: Hello English! School 178
Lesson 6

Date: 20.09.2024 Teacher name:

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.
Value links Family – Family values are moral and ethical principles of typical family life,
including sacrificing for loved ones, putting your loved ones first, and keeping
your loved ones at the centre of your thoughts and actions.
Plan
Stages / Teachers actions Students’ actions Assessment criteria Resources
Time

Beginning of Organization moment: The teacher

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

The pupils do their own

project in class or for
homework

The teacher evaluates

learners for their
ability.
“Good job!
Well done!”

End of the Ask one of the pupils to come Emoji Self-Assessment Poster
lesson to the front of the classroom Success
and introduce themselves
8 min
(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-gymnasium 212
Lesson 7

Date: 24.09.2024 Teacher name: BaltabayevaAigul

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
Value links Honesty – to be honesty with yourself and with others during the lesson
because of summative assessment. Avoid from cheating.

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

Beginning of Organization moment: The teacher

the lesson To revise the language of the Pupils repeat after assesses learners for
Warming-up previous lesson. teacher. Repeat with their ability.
7 min Ask the pupils to present their the rest of the items. “Good job!
projects to the class. Make The pupils then Well done!”
sure you display their work in colour in the pictures Formative Assessment
the classroom. Then help the using the
pupils file them in their corresponding
Class
Language Port folios. colours.
Audio;
Point to the first row and say:
Red and yellow make orange!
Present the song. Say, as you Emoticons
point: Get ready to mix! Red
and yellow make orange! The
pupils repeat after you.
Follow the same procedure
and present he rest of the
song. Play the audio. The The pupils listen and
pupils listen and point to the point to the colours
colours in their books. Play in their books.
the audio again. Encourage
the pupils to listen and sing
along. If you wish, play the Pupils to watch and
animated video for the pupils sing along.
to watch and sing along.
 Middle of Books closed. Draw a simple Pupils repeat after
the lesson sketch of an ant on the board. teacher
Presentation Point to it and say: \œ\ – \
part. œnt\. The pupils repeat after
30 min you. Write the letter a on the
Slips of
board and demonstrate how it
paper with
is written. Follow the same Pupils are evaluated the words
procedure for bed, cap, dog, by collecting color ant, bed,
egg, fox, goat and hen. Say pencils cap, dog,
the sounds in random order.
egg, fox,
Ask the pupils to say the
goat and
words.
hen for
Books open. Play the audio. The pupils listen,
Ending the
The pupils listen, point to the point to the pictures
Lesson
pictures and repeat the sounds and repeat the
and the words. Allow the sounds and the
pupils some time to trace the words.
letters and complete the
activity.
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? Pupils to say what Well done!
Elicit answers: It’s a bed. It’s letters they can see. Brilliant!
a dog. Ask the pupils to say Good job!
what letters they can see. Pupils draw lines I like it!
Then the pupils draw lines connecting the right
connecting the right letters in letters in order to
order to form the words bed form the words bed
and dog, and write the words. and dog, and write
Ask individual pupils to say the words.
the letters and the words. Play
the audio. The pupils listen The pupils listen and
and check their answers. check their answers. The teacher evaluates
learners for their
ability.
“Good job!
Well done!”

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

lesson the words (ant, bed, cap, etc). Success
Write the letters a-h on the
8 min
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:
Lesson 8

Date: Teacher name:

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 criteria Resources
Time

Beginning of Do a quick revision of what The teacher

the lesson pupils have learnt in the assesses learners for
Warming-up module by asking them their ability.
7 min questions. “Good job!
e.g. Teacher: What’s your Well done!”
favourite colour? Formative Assessment
Pupil 1: Blue.
Activity
Teacher: How old are you?
book
Pupil 2: I’m eight years old.
Etc
IWB
Unscramble the letters and Pupils find
write the colours. Colour. unscramble letters,
Emoticons Pb 17 ex 1
Read the instructions and write the colours and
explain the activity. Allow then colour the
the pupils time to unscramble balloons accordingly
the letters, write the colours
and then colour the balloons
accordingly. Check their
answers.
Middle of Look, read and underline
the lesson
Presentation Read the example and explain Pupils count the
part. the activity. The pupils count candles on the
30 min the candles on the birthday birthday cakes, read Pb 17 ex 1
cakes, read the sentences and the sentences and
underline the correct answer. underline the correct
Allow them some time to answer.
complete the activity. Check
their answers.
 Say the sight words, one at a The pupils listen and Individual evaluation
time, and write them repeat.
on the board. Play the
audio.

End of the Extension Activity Extension Activity Poster

lesson Ask the pupils to go through Ask the pupils to go through the module, find Success
the module, find and circle and circle any of the sight words they can see.
8 min
any of the sight words they
Ss use their stickers to show their knowledge
can see.
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 / Teachers actions Students’ actions Assessment Resources
Time criteria

Beginning of Organization moment: The teacher

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

Middle of Introduce school things. The pupils listen and Completed

the lesson Present the new vocabulary. point to the pictures. Progress
Presentation Play the audio. The pupils Report Cards
part. listen and point to the for Beginning
30 min pictures. Play the audio a the Lesson;
second time, pausing after The pupils listen,
each word. point to and repeat Pupils are Class Audio; a
the school things, evaluated by soft ball for
chorally and/or collecting color Ending the
individually. pencils Lesson
(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 Audio track 12
pupils listen and tick the phrases like:
items they hear. Check their
answers. Well done!
Further practise school Brilliant!
things through a song. Good job!
Present the song. Say: Get The pupils listen and I like it!
your schoolbag, it’s school follow along in their
again! books.
Have the pupils repeat after
you. Follow the same
procedure and present the rest
of the song. Play the audio. Pupils watch and
The pupils listen and follow sing along.
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 The pupils sing
and sing along. along and hold up or Well done!”
Ask the pupils to have a point to the school
pencil, a pen, a ruler and a things as they hear
 pencil case ready. Play the them.
audio.
Consolidate the language of
the lesson. Pupil mimes an
Invite a pupil to the front of action for the rest of
the classroom. Whisper a the class to guess
school thing in their ear. The what the school
pupil mimes an action for the thing is.
rest of the class to guess what
the school thing is. Repeat
with as many pupils as you
feel necessary.
e.g. Teacher: (whispers the
word ‘schoolbag’)
Pupil 1: (mimes opening an
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
lesson Divide the pupils into two answers
teams, A and B. Choose a
8 min
pupil from Team A. Show Poster
them a school thing and elicit Success
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 / Teachers actions Students’ actions Assessment Resources
Time criteria

Beginning of Organization moment: The teacher

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

Middle of Present the new vocabulary. The pupils listen and

the lesson Play the audio. The pupils point to the numbers.
Presentation listen and point to the
part. numbers. Play the audio a
30 min second time, pausing after
each word. The pupils listen, The pupils listen, IWB
point to and repeat the point to and repeat Pupils are
numbers, chorally and/or the numbers, evaluated by
individually. chorally and/or collecting color
individually. pencils
Present and practise doing Teacher can assess Ex 1,2 p20 PB
sums. pupils with these
Refer the pupils to the picture cards:
and elicit the school things.
Read the example. Pupilscomplete the
Write on the board and say: activity.
Ten + ten = twenty (Ten plus
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 Divide the pupils into groups answers Success
and give each group a set of
8 min
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 / Teachers actions Students’ actions Assessment Resources
Time criteria

Beginning of Organization moment: The teacher

the lesson Revise the language of the Individual pupils assesses learners
Warming-up previous lesson. start to say the for their ability.
7 min Play the Fizz and Buzz game. numbers 1-20 in “Good job!
At the beginning of the game, sequence. Well done!”
decide which numbers
represent “fizz” and which
represent “buzz” Class Audio;
(e.g. 2 is “fizz”, 3 is “buzz”, 6 Track 12
is “fizz” 11 is “buzz” etc) and number cards
write them on the board. Emoticons 0-10,
Individual pupils start to say Formative one set per
the numbers 1-20 in Assessment group, for
sequence. When they come to Ending the
a number assigned to “fizz” Lesson
or “buzz”, they say these (Extension
words instead of the number 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 Write the plurals. To The pupils repeat
the lesson present and practise after teacher
Presentation plurals.
part. Books closed.
30 min Hold up a pen, say and write:
pen. Then hold up two pens,
say and write pens and Pupils are
underline -s. The pupils Pupils write the evaluated by
repeat after you. Explain/ plurals. collecting color
Elicit that we form the plural pencils
form of some nouns by
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
Books closed. cards:
Say and write on the board:
This is a pen. Underline the Pupils look at the
word in bold and elicit its pictures, read the
meaning Say and write: That sentences and circle
is a pencil. Underline the the correct words
world in bold and elicit its
meaning (i.e. for persons or
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 PB

Play the Stand and point!

game.
To practise ‘this/that –
these/those’ through a game. Pupils play the 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
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
pieces of paper in half (four
8 min
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 / Teachers actions Students’ actions Assessment Resources
Time criteria

Beginning of Ask individual pupils to The teacher

the lesson choose one or more school Pupils to listen and assesses learners
Warming-up things, stand close or further repeat, chorally for their ability.
7 min away from it/them and make and/or individually. “Good job! Class Audio;
sentences using this/that, Well done!” photocopies of
these/those. e.g. Formative the story cards
Pupil 1: (pointing to a book, Assessment from the
standing at a distance from it) The pupils listen and Teacher’s
That is a book. answer (sharpener, Resource
Pupil 2: (pointing to some schoolbag, Material,
pencils, standing close to notebook, ruler). one set per
them) These are pencils. Etc pupil, for Ex. 2
Follow the same procedure (Extension
and present the rest of the Activity);
story. Play the audio. The
pupils listen and follow the
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 photocopies of
individually. Check the the Dice
pupils’ pronunciation and template from
intonation. the Teacher’s
Resource
Material, one
set per pupil
for Ex. 3
(Craftwork).
To check the pupils’
comprehension of the story.
Explain the activity. The
Middle of pupils read the story again
the lesson and complete the missing
Presentation letters. Then they look at the
part. pictures in the story and circle
30 min Pupils are
the correct answers. Check evaluated by
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 Hand out the
out the photocopies of the photocopies of the
story cards, one set per pupil. story cards, one set
Ask the pupils to colour them per pupil.
in. Play the story with pauses.
The pupils listen and hold up
the corresponding
Make a dice. Play the Get
ready for school game
Hand out the photocopies of
the Dice template. Guide the
pupils through the cutting out The pupil that fills in
and gluing of the dice. In all the columns in
pairs, the pupils play the Get the grid first, is the
ready for school game. Each winner
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
 thing appears on the dice,
they name it and write it in
the corresponding column on
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
lesson story again and try to answers
memorise as much as
8 min
possible. Explain to the pupils Poster
that they are going to play a Success
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 / Teachers actions Students’ actions Assessment Resources
Time criteria

Beginning of Revise the language of the Pupils come to the

the lesson previous lesson. Ask the front of the The teacher
Warming-up pupils, in L1 if necessary, to classroom and act assesses learners
7 min tell you which part of the out parts of the for their ability.
story they liked best and why. story. “Good job!
Ask them to tell you if they Well done!”
would like to have a robot Formative
like ROLO. Then invite Assessment Audio track 15
pupils to come to the front of
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.
Middle of Listen, point and repeat. Resource
the lesson Say the words in your Material, one
Presentation language. set per pupil
part. Present the new vocabulary. The pupils listen and
30 min (See p. X of the Introduction point to the pictures.
for ways to present the new
vocabulary.) Play the audio. Pupils are
The pupils listen and point to evaluated by
the pictures. Play the audio a The pupils listen, collecting color
second time, pausing after point to and repeat pencils
each word. The pupils listen, the adjectives,
point to and repeat the chorally and/or
adjectives, chorally and/or individually.
individually. Then ask the
pupils adjectives to say the
words in their language. Elicit
answers from individual
pupils. Ask the rest of the
class for verification.
Track 16
Listen and colour.
To practise school things and
descriptive adjectives.
Quickly revise colours by Pupils listen and
pointing at different colour
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
the school things. Play the
audio, twice if necessary. The
pupils listen and colour.
Check their answers.
Talk with your friend. Pupils think of a Teacher can assess
Practise describing objects. school thing and ask pupils with these
Read out the example. The their partners to cards:
pupils think of a school thing draw it.
and ask their partners to draw
it. Tell them to use the
adjectives from Ex. 1 as well IWB
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
and ask: What colour is your
8 min
(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 / Teachers actions Students’ actions Assessment Resources
Time criteria

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
Warming-up sure you display their work in for their ability.
7 min the classroom. To introduce “Good job!
classroom instructions. Well done!”
Present the new vocabulary. The pupils listen and Formative Resource
Play the audio. The pupils point to the pictures. Assessment Material, one
listen and point to the set per pupil
pictures. Play the audio a The pupils listen,
second time, pausing after point to and repeat
each phrase. the classroom
To present letters i-q, their instructions, chorally
sounds and words that start and/orindividually.
with these sounds.
Books closed. Draw a simple
sketch of an igloo on the
board. Point to it and say: \I\
− \"IgluÜ\. Write the letter on
the board. The pupils repeat
after you. Write the letter i on
the board and demonstrate
how it is written. Follow the
same procedure for jam, kite,
lemon, milk, nest, orange, pan pupils say the words.
and quiz. Say the sounds in
random order. Ask the pupils
to say the words.
Books open. Play the audio.
The pupils listen, point to the The pupils listen,
pictures and repeat the sounds point to the pictures
and the words. Say a sound. and repeat the
The pupils say the sounds and the
 corresponding words. Repeat words
with the other sounds and
words. Allow the pupils some
time to trace the letters and
complete the activity.

listen to the song and circle Pupils sing a song

the right pictures in Ex. 1.
Then sing the Are you ready
Middle of to move? song. Mime the Ex 1 pb
the lesson actions! (Track 18) Class Audio
Presentation recognise and practise the Track 18
part. sounds of the letters; to
30 min Pupils are
practise phonemes and evaluated by
phoneme blends. collecting color
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.
The pupils listen and write Pupils say the letters Class Audio
the letters for each word. and the words Track 20
Then they say the letters and chorally and/or
the words chorally and/or individually.
individually.

End of the Lip reading (Game): Mouth a Poster

lesson word, e.g. kite. The pupils Pupils use their stickers to show their Success
read your lips and say the knowledge according to the lesson
8 min
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 / Teachers actions Students’ actions Assessment Resources
Time criteria

Beginning of Organization moment: Pupils listen to the The teacher

the lesson Welcomes the pupils and teacher and do the assesses learners
Warming-up introduce the topic of the tasks. for their ability.
3 min lesson. “Good job!
Creates a positive psychological Well done!”
environment. Formative
Assessment
Whiteboard

Middle of LISTENING
the lesson Task. 1
Presentation READING worksheets
and Task 2
WRITING
Practice.
Task 3 Track
40 min
 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 / Teachers actions Students’ actions Assessment Resources
Time criteria

Beginning of Organization moment: The teacher

the lesson Revise the language of the assesses learners Pictures
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 Look, read and number. Pupils complete the
the lesson Refer the pupils to the activity.
Presentation pictures and elicit the school
and items. Read the example and
Practice. explain the activity. Allow Teacher assesses
30 min the pupils some time to pupils with these
complete the activity. Check cards:
their answers
IWB
The pupils look at the
P.B. p.29,
pictures, read the
ex.1.
sentences and write
down their answers.

Look, read and write.

Refer the pupils to the
pictures and elicit what they
can see. Read the example
P.B. p.29,
and explain the activity. The
ex.2.
pupils look at the pictures, The pupils look at the
read the sentences and write pictures, read the
down their answers. Allow sentences and underline
the pupils some time to the right answers
complete the activity. Check
P.B. p.29,
their answers.
ex.3.
Look, read and underline.
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 Success
8 min to find out was the lesson
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 / Teachers actions Students’ actions Assessment Resources
Time criteria

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
7 min see. Point to the title of the “Good job!
unit and say: People I love. Well done!” Audio
Point out that family and (Track 21)
friends are the people we
love. Use L1 if necessary. IWB
Ask individual pupils: Do you
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
Middle of family. point to the family observation
the lesson. Play the audio members.
Presentation
and Play the audio a second time,
Practice. pausing after each word. The pupils listen, point
30 min to the family members
and repeat, chorally
and/or individually.
Practise talking about one’s
P.B.p.30,
family. The pupils repeat after
ex.2
Books closed. Hold up your you.
pencil and say: This is my
pencil. Write my on the
board. Approach a pupil,
point to his/her pencil and The pupils repeat after
say: This is your pencil. Write you. IWB
your on the board. Follow the
same procedure
and present his and her.

Books open. Go through the

Grammar box briefly. The pupils draw their Teacher’s assessment Grammar
Draw your own family tree family tree. Box
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 Pupils read and complete Teacher’s P.B.p.30,
is the poem about? the activity assessment/peer ex.3
To learn about family values assessment
through a poem.
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 Activity Book (Optional)
rapid pace until there is one p.27
pupil standing.
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 / Teachers actions Students’ actions Assessment Resources
Time criteria

Beginning of Organization moment: Pupils are divided into 2 Each team gets
the lesson teams. If they guess point for the Pictures
Warming-up Revise the language of the correctly, they win a correct answer.
7 min previous lesson. point.
Divide the pupils into two e.g.
teams, A and B. A pupil Team A Pupil 1:Her
from Team A names a family name is Dana.
member from his/herown Team B Pupil 1: Is she
family and a pupil from Team your mother?
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 Introduce adjectives The pupils listen and Teacher’s assessment P.B.p.32,
the lesson. describing people. point to the pictures. ex.1
Presentation Play the audio
and Play the audio a second time, Audio
Practice. pausing after each word. The pupils listen, point (Track 22)
30 min to and repeat adjectives,
chorally and/or
Practise adjectives individually.
describing people.
 Explain the activity. Point to The pupils listen and
the pictures and elicitthe choose the right pictures. P.B.p.32,
adjectives. Play the audio, ex.2
twice if necessary. Check the
pupils’ answers. Audio
(Track 23)
Talk to your friend. Somepairs to come to the Suggested answer
Practise talking about front of the classroom key
Pictures
friends. and act out their A: What’s your
P.B.p.32,
Read the example and explain dialogues. friend like?
ex.3
the activity. Have thepupils B: She’s very
work in pairs to talk about friendly. What’s
what their friendis like. Allow your friend like?
Activity
them time to practise. Go A: He’s very clever
book, p.28.
around theclassroom
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. Thelast pupil drawings to the rest of theclass. Have the class
says the word aloud. vote on the best ones anddisplay those that got
the most votes somewhere inthe 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 gotin 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 / Teachers actions Students’ actions Assessment Resources
Time criteria

Beginning of Organization moment: Pupils guess the The teacher

the lesson Revise the language of the adjectives. assesses learners
Warming-up previous lesson. for their ability.
7 min Ask a pupil to come to the “Good job!
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 Present and practice the Students listen to the Teacher’s
the lesson. verb “have got” teacher. observation. PB. p.33,
Presentation Books closed. ex. 1.
and Say, then write on the board:
Practice. I have got a sister.
30 min 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. Circle the sentences that
Go through the Grammar box are true for them and
briefly. Read the instructions their friends.
and the example.Explain the Mutual assessment
activity. Allow the pupils through Yes/No
some time to make sentences. The pupils read the questions P.B. p.33,
Practice the verb ‘have got’. sentencesand complete ex. 2.
Explain the activity. them with the correct
Check their answers form of the verb‘have IWB
got’.
Describe a person. One pupil chooses oneof Teacher can assess P.B. p.33,
Ask the pupils to form pairs. Saule’s friends and pupils with these ex. 3.
draws a picture of an cards:
itemassociated with
them. The other pupil
guesses theirname.
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 hasgot 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 / Teachers actions Students’ actions Assessment Resources
Time criteria

Beginning of Organization moment: Pupils do the task.

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

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

Check the pupils’ Thepupils read the story IWB

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

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 / Teachers actions Students’ actions Assessment Resources
Time criteria
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.
7 min previous lesson.Invite pupils “Good job!
IWB
to come to the front and act Well done!”
Audio CD
out thestory. The pupils can
( Track 24)
mime actions such as
pullingon the rope to make it
more fun.

Middle of Present appearance The pupils listen, point

the lesson (vocabulary) toand repeat the words, P.B. p.36,
Presentation Play the auidio. chorally and/ or ex. 1.
and Play the audio a second time, individually. Audio CD
Practice. pausing after each ( Track 25)
30 min 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
ex.2.
and present thecharacters. thesentences, unscramble
Ask the pupils if they know the letters and write
who thecharacters are. (Rick thewords. Then they
and Linda Mitchell are look at the picture and
theparents, Katie is the write yes or no.
daughter, Aaron is the son
andMonchi is the family Pupils listen to the
dog.) Point to Linda and ask: teacher and name the
Pictures/ a
Has Linda got a ponytail? character.
poster.
Elicit: No. She’s got curly e.g. Teacher: This
hair. Repeat with the person has got a beard
Activity
remaining characters. Explain and a
Book
the activity. Check their moustache.
(Optional),
answers. Class: Rick. etc
p.30
End of the Consolidate the language of Poster
lesson the lesson. Success
8 min Briefly describe the
characters from Ex. 2.
Eachtime ask the pupils to
name the character you
aredescribing.
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 / Teachers actions Students’ actions Assessment Resources
Time criteria

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

the lesson Revise the language of the aims of the lesson and assesses learners
Warming-up previous lesson. guess what the today’s for their ability.
7 min Write words on the board, with lesson will be about. “Good job!
some letters missing,(e.g. b __ __ Well done!”
rd). Ask individual pupils to come
to theboard and complete the
words (b __ __ rd). The pupil who writes the
word correctly, gets a
point.

Middle of Presentthe verb ‘have Observing and IWB

the lesson got’( negative, interrogative, monitoring
Presentation short answers).
and Books closed. Point to your
Practice. eyes. Say, then write on the The pupils repeat after
30 min board: Have I got( blue) you.
eyes? Underline the words in
bold. Follow the same Pictures
procedure for the rest of the
forms of the interrogative.
Point to your eyes again. Say,
then write on the board: Have
I got(brown) eyes? The P.B. p.37,
pupils repeat after you. ex. 1.
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
question: Yes, I have. Point to
a male pupil, say, then write:
Has he got (blue) eyes? Say The pupils repeat after
and write under the question: you.
No, he hasn’t. Explain how They are drilled:
the negative form is formed. e.g. Teacher: he/black
Drill your pupils: hair? Teacher’s assessment
e.g. Teacher: he/black hair? Pupil 1: Has he got
Pupil 1: Has he got black black hair?
hair? Teacher:
Teacher: Saule/not/redhair Saule/not/redhair
Pupil 2: Saulehasn’t got red Pupil 2: Saulehasn’t got
hair. etc red hair. etc
Books open. Go through the
Grammar box briefly.
Read the instructions and the
example. Explain the Pupils complete the
activity. Allow the pupils activity.
some time to complete the
activity. Check their answers.
Practice talking about
people’sappearance and
P.B. p.37,
character
ex. 2.
Refer the pupils to the
pictures of the characters in The pupils
Ex.1. repeat after you.
Point to Cody and ask:What
does he look like?
A poster
Explain the meaning of the
question,in L1 if necessary
and that we use it when we
want todescribe people’s
appearance. Then elicit the
pupils’answers: He’s got red
hair. etc Ask: What is he like
Explain, in L1 if necessary, The pupils work in pairs.
thatWhat is (he) like? is used They ask each other
when we want to describe a questions about members
person’s character. Elicit the of their family and
pupils’ answers: He’s kind. friends.
Ect. Repeat with the other They act out their
 characters. dialogues.
Go around the classroom Suggested answer key
providing any necessary Pupil 1: What does your
help. Ask some pairs to come dad look like?
to the front of theclassroom Pupil 2: He’s got fair
and act out their dialogues. hair and glasses.
Pupil 1: What is he like?
Pupil 2: He’s clever.

Practicee feelings through . The pupils listen and

sounds. complete the activity. P.B. p.39,
Refer the pupils to the ex. 1.
pictures and present/elicit the IWB
feelings. Explain the pupils
that they will listen to some Audio CD
sounds and choose the correct ( Track 26)
picture for each sound they
hear. Play the audio. Check
their answers.
Practice talking about
feelings. Pupils work in pairs.
Invite some pairs to come to They draw a picture to Verbal assessment P.B. p.39,
the front of the classroom express how they feel ex. 2.
and show their pictures to the and they talk about it
rest of the class. with their partner.
e.g. I feel sad. etc Activity
Book
A pupil describes a (Optional),
person in a class. p.34

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
pupil without revealing
Emoji Self-Assessmentis used to find out was
his/her name. The rest of the the lesson clear or not. Use the stickers.
pupils make guesses.
The pupil that guesses the
name first, comes to thefront
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 / Teachers actions Students’ actions Assessment Resources
Time criteria

Beginning of Organization moment: Pupils answer the The teacher

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

Middle of Present a project about a Pupils identify family Mutual assessment Posters
the lesson family. members. through Yes/No P.B. p.38,
Presentation Point to the picture in Bruce’s questions ex.1.
and project and ask the pupils to Some of them read the Suggested
Practice. identify the family members. text. answer key
30 min Explain the activity. Allow They write some My grandpa is
the pupils some time to sentences about their Khan Sultan and
complete it. Ask individual families some pupils tell my grandma is
pupils to read the text aloud. about it. Dana.
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
Generate ideas. brother. He has
Allow the pupils some time to got dark hair and
P.B. p.38,
write a few sentences. Ask glasses.
ex.2.
individual pupils to tell the He is funny and
class. friendly.

Consolidate the language of The pupils make their Teacher P.B. p.38,
the modulethrough a own familytree in class assessment ex.3.
project. or for Pupils’pos
Explain the activity. homework( depends on tres
. TheycanuseBruce’s pupil’s ability) Activity
projectas a model. Book
(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 soundsof the letters r-z;
recognise the sounds ofphonemes and phoneme blends in words;
pronounce various sounds of phonemes andphoneme blends using appropriate
stress,rhythm, and intonation;
recognise sounds andname the letters of the alphabet;
identify andread separate sounds (phonemes) within words,which may be
represented by more than oneletter;
revise and consolidate the language ofthe module;

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

Beginning of Organization moment: Pupils present their The teacher

the lesson My Family Tree. family tree. assesses learners
Warming-up The teacher asks pupils to tell for their ability.
Pictures
7 min about their family trees. “Good job!
Well done!”

Middle of Present and practice the The pupils Verbal evaluation P.B. p.40,
the lesson sounds of letters r-z,and repeat after you. ex. 1.
Presentation words that begin (or
and include) these sounds. IWB
Practice. Books closed. Draw a simple
30 min sketch of rat on the
board. Point to it and say: \r\ Audio CD
– \roet\. ( Track 28)
Write the letter r on the
boardand demonstrate how it
is written. Follow the same
procedure for sun, tap, up,
van, win, box, yo-yo and zip. IWB
Say the sounds in random The pupils listen, point
order. Ask the pupils to say to the pictures and repeat
the words. the sounds and words.
Books open. Play the audio. The pupils trace the
Say a sound. The pupils say letters and complete the Teacher’s
the corresponding words. activity. assessment
Repeat with the other sounds
and words.
Recognise and practice the P.B. p.40,
sounds of the letters; ex. 2.
practice phonemes and
phoneme blends. Cards
Ask the pupils to look at the The pupils listenand
boxes and elicit theletters complete the activity.
they can see in each box.
Explain the activity.
Play the audio, twice if
necessary.
Check the pupils’ answers. The pupils repeat after
Practice the English you.
alphabet through a song.
Write the letters A-G on the
board. Point to them and
Audio
say: A – B – C – D – E – F –
( Track 29)
G.Follow the same procedure
and present the restof the
song. Play the audio. Thepupilslistenandsingal
If you wish, you can play the ong.
Audio
animated videofor the pupils
( Track 30)
to watch and sing along.
The teams take turns
P.B. p.40,
Furtherpractice the English spelling the words by Each team gets
ex. 3.
alphabetthrough a game. saying the letters point for the
Divide the class into two correctly. Each correct answers.
teams, A and B. Explain the correct answer gets one
game. Pick words the pupils point. The team with the
know and write them mostpoints wins.
on the board, one at a time. 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)
Play the audio and invite the and spell words they phrases
pupils to sing the A-B-C song have learnt in this Well done! IWB
that they learnt in the module. Brilliant!
previous lesson. e.g. Teacher: (writes Good job! P.B. p.41,
Look, read and number. ‘tap’ on the board) I like it! ex. 1.
Read the instructions and How do you spell ‘tap’?
explain the activity. Check Pupil 1: t – a – p pictures
their answers. Teacher: Correct! etc
P.B. p.41,
Make sentences. Then The pupils look at the ex. 2.
match. pictures, read the
Read the example and explain sentences and then write Teacher assesses
the activity. Give them some the correct numbers in pupils with these
time to complete the activity. the boxes. Then they cards:
Check their answers. match the sentences with
Read and circle. the pictures. P.B. p.41,
Read the example and explain Thepupils read the ex. 3.
the activity. sentences and complete
Allow them some time to them bychoosing the Activity
complete theactivity. correct answer from the Book
Checktheiranswers. two optionsprovided (Optional),
p.36-37
End of the FEEDBACK Poster
lesson Traffic light method is used to Success
5 min find out was the lesson clear or
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 / Teachers actions Students’ actions Assessment Resources
Time criteria

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

the lesson Introduce the topic of the chorally and/or assesses learners
Warming-up module. individually. 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 IWB
picture on p. 42 and elicit
the season (summer), in L1 if
necessary. Do the same Mutual assessment
for the second picture. Have a through CCQs
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 Introduce the four seasons. The pupils listen and Observing and
the lesson Present the new vocabulary. point to thepictures. monitoring. P.B. p.43,
Presentation Play the audio. ex.2.
and Play the audio a second time, The pupils listen, point
Practice. pausing aftereach word. to and repeat theseasons,
30 min Say and write on the board: chorally and/or
My favourite season is individually.
winter.Point to a pupil
and ask: What’s your The pupils repeat after
favourite season?Encourage you and answer the IWB,
the pupil to answer your questions. pictures.
question. Repeat the process
with the rest of the pupils.
Write their answers on the
board to find out the most
popular season in class.
Practice the four seasons.
Point to the pictures and Pupils name the seasons.
invite individual pupils to
identify the seasons, based on Mutual assessment
the pictures. You may through the key.
ask them to justify their 1,6,8 –winter
answers, in L1 if necessary. 2 –spring
Ask the rest of the class for 3,4,9 –autumn
verification. 5,7- summer.
Practice talking about
seasons and birthdays.

Books closed. Draw a The pupils repeat after The pupil who
birthday cake on the board, you. finishesfirst, gets a
point to yourself, say and point for his/her
write: My birthday is in team.
spring. Then point to a pupil, The pupils quickly draw
say and write on the board: a sketch about that
When’s your birthday? season (e.g. sun, beach,
Encourage the pupil to etc). The team with the
respond e.g. In most points wins the
(autumn).Focus the pupils’ game.
attention on the use of the
preposition in when we refer
to seasons.
Books open. Refer the pupils
to the picture and ask a pair
of pupils to read out the
exchange. Explain the In pairs, the pupils ask
activity. Go around the class, and answer about their
monitoring the activity. birthday. P.B. p.43,
 Then ask pairs of pupils to act
ex.3.
out their exchangein front of
the class. If you wish, you
Activity
may write theiranswers on the
Book
board and, at the end of the
(Optional),
activity,see which season has
p.39.
got the most birthdays in it. Mutual assessment
through CCQs
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 / Teachers actions Students’ actions Assessment Resources
Time criteria

Beginning of Organization moment: Pupils whisper it to the

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

Middle of Introduce types of weather. The pupils listen and point Observing and P.B. p.44,
the lesson Play the audio. to the pictures. monitoring. ex.1.
Presentation Play the audio a second time, Audio CD
and pausing after each sentence. The pupils listen, point ( Track 32)
Practice. Ask: What’s the weather like to and repeat theseasons,
30 min today? Encourage the pupils chorally and/or
to answer, e.g. It’s windy. individually.
P.B. p.44,
Practice types of weather. ex.2.
Refer the pupils to the first Audio CD
picture and ask: What’s the Thepupils listen and ( Track 33)
weather like today? Elicit: number the pictures. Teacher’s
It’s sunny and hot! Repeat assessment.
the procedure with the rest of
the pictures. Explainthe
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.
Present the song. Say: What’s cards:
the weather like today? IWB
It’s sunny! It’s sunny today! The pupils repeat after Audio CD
Follow the same procedure you. ( Track 33)
and present the
rest of the song. Play the The pupils listen and
audio. Play the audio again follow along in their P.B. p.51,
andencourage the pupils to books. ex.1.
sing along. If you wish, play Audio CD
the animated video for the ( Track 37)
pupils to watch.
Mime the following actions: The pupils copy the
fan yourself, wipe your teacher’s actions.
forehead and say ‘Pheew!’ to
indicate hot; put
your arms around yourself,
shake and say ‘Brrrr!’ The pupils sing along
 to indicate cold; flutter and mime the weather
fingers downword, open an actions when they hear
imaginary umbrella and say them.
‘Yuck!’ to indicate rainy. Mutual assessment
Play the audioagain. through Yes/No
Present a bear’s life in Pupils work in 2 groups questions .
different seasons. drawing weather
Refer the pupils to the conditions, then present
pictures. Say:bear. Explain them.
the word and ask :What’s the The pupils repeat after
Activity
weather like? Say: It’s warm you.
Book
and windy. Pupils listen and check
(Optional),
Repeat with the rest of the their answers.
p.40, 46.
pictures, then ask: What’s
the season? Play the audio.
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 eachgroup
two different weather
conditions from Ex. 1. Ask
each group to make a drawing
that reminds themof the
weather conditions. Have the
groups presenttheir drawings.
Display all the drawings
together tocreate 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 / Teachers actions Students’ actions Assessment Resources
Time criteria

Beginning of Organization moment: Pupils mime weather The teacher

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

Middle of Present and practice the The pupils repeat after Mutual assessment P.B. p.45,
the lesson present simple (singular). you. through CCQs ex.1.
Presentation Books closed. Say, then
and write: I play with my friends. IWB
Practice. Underline the words in bold.
30 min 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
forms in the same way as the
affirmative. Focus the pupils’
attention on the use of
does/doesn’t in the third Pupils are drilled:
person singular. Explain how e.g. Teacher: I play. Observing and
short answers are formed. Dana … monitoring
Present the spelling rules. Pupil 1: Dana plays.
Give examples: play – Teacher: Aidar/not/play
plays, do – does, watch – Pupil 2: Aidar doesn’t
watches, fly – flies and play.
elicit the rules. Focus the Teacher: you/play?
pupils’ attention on the Pupil 3: Do you play?
pronunciation of the suffixes etc
(e.g. gets \s\, plays \z\,
watches \Iz\).
Books open. Go through the
Grammar box briefly.Explain
the activity. Point to the
pictures and presentthe
actions. Read the question in The pupils complete the
number 1 and focusthe activity.
pupils’ attention on the use of Pairs of pupils read the
the preposition oftime on with exchanges aloud.
the word day. Go through the
first itemtogether with the
class.
Check their answers.

Further practice the present The pupils,in pairs, ask

P.B. p.45,
simple (singular). and answer questions
ex.2.
Refer the pupils to the picture about what they do on a
and ask a pair of pupils to hot/snowy/cold/sunny/rai
read the exchange aloud. ny/windy day.
Explain the activity. Ask e.g. Pupil 1: What do
pairsof pupils to present their you do on a cold day?
exchanges to the class. Pupil 2: I drink hot
chocolate. What do you
Activity
doon a rainy day?
Book
Pupil 1: I read a book.
(Optional),
etc
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
corresponding kind of Emoji Self-Assessment
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 / Teachers actions Students’ actions Assessment Resources
Time criteria

Beginning of Organization moment: Pupils answer the The teacher Pictures

the lesson Revise the language of the questions. assesses learners
Warming-up previous lesson. for their ability.
7 min Ask individual pupils “Good job!
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 Present the Flying Kites!
the lesson story. Observing and P.B. p.46,
Presentation Read the title of the story and monitoring ex.1.
and elicit its meaning. Ask:
Practice. What is the story about? Let’s Audio CD
30 min find out! Go throughthe ( Track 34)
pictures and set the scene.
e.g. Teacher: (pointing to IWB
Cody in picture 1) Who’s The pupils listen and
this? follow
Class: Cody. along in their books.
Teacher: Yes. (pointing to the
children in picture.
1) Where are the children?
Class: In the garden.etc
Follow the same procedure
and present the rest ofthe
story. Play the audio.
Ask: Whose kite is in the The pupils listen, look at
tree? the pictures and
Write Cody’s and Elsa’s on answer (Cody’s).
the board. Play the audio Teacher’s
again. assessment
Time permitting, play the
audioa third time with pauses
for the pupils to listen and
repeat, chorally and/or
individually. Check
thepupils’ pronunciation and
intonation. If you wish,play
the animated video for the
pupils to watch.
Extension Activity
Write the following words on
the board: helmet,kite, high.
Ask the pupils to go through
the dialogueagain and tell the
class what they mean. The pupils look at the
Explain thatthey can use their picturesin the story and Mutual assessment
dictionaries.Check the answer the questions. through Yes/No
pupils’ comprehension of questions
the story.
Explain the activity.
Check thepupils’ answers.
Extension Activity P.B.
(Optional) p.47, ex.2.
• For stronger classes: In
groups,
Allow them some time to The pupils act out
rehearsetheir dialogues. Invite the dialogue.
some groups to come
to the front of the classroom
and act out theirdialogues.
Provide any necessary help.
• For weaker classes: Hand
out the photocopies of
the story cards, one set per Thepupils listen and hold
pupil. Ask the pupils up the corresponding
to colour them in. Play the cards.
story with pauses.
Consolidate the language
through craftwotk and a
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 make a kite
begins with the pupils passing and then play the game.
around one of the kites. When
the music stops, thepupil
holding the kite must pay a
forfeit (answer aquestion,
follow an instruction, do a
mime, etc). Say:
New kite! New kite! and
introduce another of the
pupils’ kites to the circle. P.B. p.47,
When the music stops, two ex.4.
pupils will be holding a kite,
and therefore both mustpay a
forfeit! The game finishes
when all the kites havebeen
introduced into the circle.
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 IWB
letters in the same way. Point
to the letters in random order The pupils say the P.B. p.52,
and ask the pupils to say the sounds they make. ex.2.
sounds they make. Audio CD
Books open. Play the audio. ( Track 39)
Practicerecognizing the The pupils listen, point
sounds the letterse, r, d, p and tothe letters and say the P.B. p.52,
n make. sounds. ex.3.
Explain the activity. Play the Audio CD
audio, twice if necessary. ( Track 40)
 The pupils listen and circle.
Check their answers.
present words with the letters
e, r, d, p and n.
Books closed. Show the The pupils P.B. p.52,
pupils a red pen and ask: repeat after you. ex.5.
Whatcolour is it? Elicit: Red. The teacher Audio CD
Write the letters on the board, evaluates learners ( Track 41)
point to and say: r \r\ – e \e\ – for their
d \d\ – red \red\. ability.“Good job!
Present pen in the same way Well done!”
present and practice sight
words.
Write the sight words on the The pupilslisten and Activity
board and say them. repeat. Book
The pupils repeat after you. (Optional),
Play the audio. The pupil says the word p.47.
Invite a pupil to the board. and underlines it with
Say aword. his/her finger.
Repeat with more pupils.
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. Poster
Name a sound. The pupils arrangethe letters to make the Success
Say the words red and pen. words.
Repeat the words. Thepupils 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 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 / Teachers actions Students’ actions Assessment Resources
Time criteria

Beginning of Organization moment: Pupils tell the story and The teacher Pictures
the lesson revise the language of the act out parts of the story. 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 Introduce clothes. The pupils listen, point Mutual assessment
through Yes/No
P.B. p.48,
the lesson Play the auidio. Play the to the pictures.
questions ex.1.
Presentation audio a second time, pausing
Audio CD
and after each word/phrase. The pupils listen, point
( Track 35)
Practice. and repeat the clothes,
30 min chorally and/ or
Practice clothes. individually.
Refer the pupils to the picture
and elicit what theboy is
P.B. p.48,
doing (flying a kite) and what The pupils listen and ex.2.
he is wearing (ahat, a T-shirt, colour. Audio CD
jeans, shoes). Explain the
( Track 36)
activity. Playthe audio, twice
if necessary. Check their
answers.
 Further practice clothes Pupils play BINGO. The teacher
through a game. evaluates learners BINGO
Ask the pupils to look at the for their cards.
pictures on the BINGO ability.“Good job! P.B. p.48,
card. Explain the game. Tell Well done!” ex.3.
the pupils to choose six
clothing items from the card
and circle them. Callout the
items in random order. If a
pupil hears aclothing item Activity
that he/she has circled, he/she Book
ticksthat box. The pupil who (Optional),
ticks all his/her circled items p.43.
first, says BINGO! and is the
winner.
End of the Consolidate the language of Each team gets point for the correct answers.
lesson the lesson.
8 min Divide the pupils into two
Teams, A and B. Assigna Poster
weather condition to each Success
team (e.g. hot, cold).Each
team draws clothing items for
the assignedweather
condition. Invite them to
present theirdrawings to the
class. Make sure you display
theirwork 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 / Teachers actions Students’ actions Assessment Resources
Time criteria

Beginning of Organization moment: Pupils complete the The teacher Whiteboard

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

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

Suggested answer
Consolidate the language of Pupils do their projects. key:
a module. Spring is my
Explain the activity. The 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 Activity
model. and I eat an ice Book
cream. I also like (Optional),
spring because my p.44, 45.
birthday is then.
End of the Consolidate the language of Each team gets point for the correct answers .
lesson the lesson.
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 sayingwhat Poster
they do/don’t do in this Success
weather/season. Eachcorrect
answer gets one point. The
team with themost points
wins the game.
e.g. Teacher: What do you do
in summer?
Team A Pupil 1: We eat an
ice cream insummer.
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 forTeam 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 / Teachers actions Students’ actions Assessment Resources
Time criteria

Beginning of Organization moment: Pupils listen to the The teacher

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

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

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 / Teachers actions Students’ actions Assessment Resources
Time criteria

Beginning of Organization moment: Pupils answer the The teacher

Pictures
the lesson Do a quick revision of what questions. 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 weatherlike?
Class: It’s hot!
Teacher: What do we wear on
a hot day?
Class: A T-shirt! etc

Middle of Unscramble the letters and The pupils look at the IWB
the lesson write the seasons. pictures, unscramble the P.B. p.53,
Presentation Refer the pupils to the letters and write the ex.1.
and pictures and elicit the words.
Practice. seasons.Read the example Teacher assesses
30 min and explain the activity. pupils with these
Check their answers. cards:
What’s the weather like?
Look and underline.
 Refer the pupils to the The pupils look at the
pictures and elicit the pictures, read the P.B. p.53,
weather conditions. Read the sentences and underline ex.2.
example and explain the the correct words.
activity. Check their answers.
Look and write.
Refer the pupils to the
pictures and elicit the The pupils look at the P.B. p.53,
clothes.Read the example and pictures and write the ex.3.
explain the activity. Check correct words.
their answers.
Read and complete. Pupils complete the Pupils are
Refer the pupils to the sentences. evaluated with P.B. p.53,
exchanges and read the phrases: ex.4.
example aloud. Explain the Well done! Storytime 1
activity. Allow the pupils Brilliant! (Optional)
You can
some time to complete the Good job! now do
exchanges. Check I like it! Storytime 1
their answers. Ask pairs of (p. 106).
pupils to read out the Activity
exchanges. Book
Activity Book (Optional) (Optional),
You can now do Module p.48-49.
Check 4 from the Activity
Book (pp. 48-49).
End of the FEEDBACK Poster
lesson Traffic light method is used Success
8 min to find out was the lesson
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
Learning objectives information
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 / Assessment
Teachers actions Students’ actions Resources
Time criteria

Organization moment: The teacher assess

Ask the pupils to look at the Ss answer. learners for their
picture on p. 56 and tell you ability.
what they can see, in L1 if “Good job!
necessary. Point to the title of Well done!”
PB p56
the module and say: My Free Formative
Pictures
Beginning of Time. Ask: Where do you go in Assessment
worksheet
the lesson your free time? Do you go to the
Warming-up park? Do you go to the The pupils repeat,
7 min playground? chorally and/or
Elicit responses from pupils and individually.
have a class discussion, in L1 if
necessary. Ask the pupils to tell
you what they usually do in their
free time. Elicit responses from
around the class.
Middle of Introduce action verbs. «The praise» PB p57
the lesson Ask: What’s your favourite method to evaluate Audio CD
Presentation activity? Explain the meaning, in The pupils listen and Ss. like: (Track 43)
and practice. L1 if necessary. Have a point to the pictures. Pictures
“Good job!
30 min discussion about which activities The pupils listen, IWB
Well done!”
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
say if they think girls can do
boy-oriented activities (e.g.
football) and if boys can do
activities associated with girls
(e.g. dance).
Elicit their answers. Explain that
we shouldn’t categorise
activities based on gender and
that boys and girls can be
equally good at any activity they
choose to do.
Present the new vocabulary: The pupils listen
climb, cook, dance, draw, repeat the new words
jump, run, sing, skateboard chorally and/or
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 Teacher: you/dance ex.1
run. The pupils repeat after you. Pupil 1: You can worksheet
Explain that we use can to talk dance. IWB
about what we can/can’t do. Teacher: he/swim?
Underline the words in bold. Say No.
and write on the board: He can Pupil 2: Can he
run. She can run. The pupils swim? No, he can’t.
repeat after you. Underline the etc
words in bold. Elicit from the
pupils that can is the same in all
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 The pupils listen to key
the activity. Point to the first the teacher. Aidar can draw. He
drawing and ask: What can can cook and Exercise 2
Aidar do? Elicit: Draw. Say: dance, too! worksheet
Yes. He can draw. The pupils Akbota can draw. IWB
repeat after you. Follow the She can climb and
same procedure and elicit the dance, too!
rest of the actions. Invite the Dana can jump.
pupils to say what the rest of the She can climb and
children can do. sing, too!
Play the Who am I? game Teacher: I can draw. «The praise»
To practice talking about Who am I? method to evaluate
ability through a game. Team A, Pupil 1: Ss. like:
Divide the class into two teams, Aidar!
“Good job! Exercise
A and B. Explain the game. Teacher: No, I’m not.
3workshee
Choose a child from Ex. 2 and I can dance and I can Well done!”
t
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
the lesson the lesson clear or not. Use the stickers.
Tell the pupils you are going to
play Follow the Leader. Have
the pupils stand in single file,
one behind the other. Whisper
End of the one action to the leader. The
lesson leader then mimes the action and
8 min 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
Learning objectives visual 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 / Assessment
Teachers actions Students’ actions Resources
Time criteria
 Organization moment: Teacher: Simon says, The teacher assess Pictures
Beginning of To revise the language of the jump. (The pupils learners for their worksheet
the lesson previous lesson. jump.) ability.
Warming-up Play Simon Says. The pupils Teacher: Sing! (The “Good job!
8 min follow the commands only if pupils stay as they Well done!”
they are preceded by Simon are.)
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.
Point to the teddy bear and say, The pupils listen, Assessment
as you mime squeezing it: It’s point to and repeat the through
soft. The pupils repeat after you. toys and games, observation
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
Pictures
it: It’s hard. The pupils repeat permitting, ask
Audio(Tra
after you. Then ask individual individual pupils to
ck 44)
pupils to come to the board and point to and say the
Middle of
point to the soft and hard toys. items
the lesson
Play the audio.
Presentation
and
Play the audio a second time,
practice.
pausing after each word(s). The pupils listen and
30 min
point to the pictures.
Talk about metal/plastic toys Teacher’s
and games with/without assessment
Answer key:
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
robot, scooter
wheels. Then ask individual
Plastic toys:
pupils to point and say which
toy bricks
toys have got wheels, which are
metal and which are plastic.
Practice toys and games Pupils are evaluated
through a song. with phrases like:
Elicit the toys. Play the audio, The pupils listen and Well done!
twice if necessary. Present the circle the toys they Brilliant!
song. Gesture with your hand hear. Good job!
and say: Come and play, girls The pupils sing along. I like it! P.B.p.58,
and boys, come and play with all ex.3
the toys! The pupils repeat after
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
7 min hard. Ask them to think of a soft
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;
Lesson objectives  make suggestions;
 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 / Assessment
Teachers actions Students’ actions Resources
Time criteria

Organization moment: Students’ own answer

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

Consolidate the language of Ss use their stickers to show their knowledge

the lesson. according to the lesson
Play Simon says with the Green- I understood
class. Explain the game. Tell Yellow-I have some questions
the pupils that they should Red-I need a help. Poster
follow your commands only Success
End of the when they are preceded by
lesson the phrase Simon says.
8 min Demonstrate this yourself
first.
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 / Assessment
Teachers actions Students’ actions Resources
Time criteria

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

Revise the language of the please. learners for their
previous lesson. Pupil 2: (mimes playing ability.
The pupils play in pairs or the guitar) Don’t draw a “Good job!
Beginning of Pictures
groups. One pupil gives car. Well done!”
the lesson worksheet
a command for the other(s) to Pupil 1: (stays still) etc Formative
Warming-up
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 P.B.p.60,
Everywhere! story. ex.1
Middle of Read the title and elicit its e.g. Teacher: (pointing Teacher’s Audio CD
the lesson meaning. Ask: What is the to Carlos in picture assessment (Track 46)
Presentation story about? Let’s find out! 1) Who’s this? Pupils are Pictures
and practice. Go through the pictures and Class: Carlos. evaluated with IWB
30 min set the scene. Teacher: (pointing to phrases like:
Follow the same procedure Cody) Who’s this? Well done!
and present the rest of the Class:Cody. Brilliant!
story. Play the audio. The Teacher: Yes. They’re in Good job!
pupils listen and follow in the garden. They want to I like it!
their books. Ask: What are play.
the hard toys in the Teacher: (pointing to the
story? Write robot, car, teddy teddy bear in picture
bear on the board. Playthe 2) What’s this?
audio again. The pupils listen Class: (It’s) a teddy
and answer (robot, car). Time bear.
permitting, play the audio a Teacher: Yes. What
third time with pauses for colour is it?
Check their pronunciation Class: (It’s) blue. Etc
and intonation. If you wish, The pupils to listen and
play the animated video for repeat, chorally
the pupils to watch and/or individually.
Check the pupils’ Extension Activity (Optional)
comprehension of the story. • For stronger classes: In groups, the pupils
Explain the activity. The act out the dialogue. Allow them some time to
pupils read the story again rehearse their dialogues. Invite some groups to
and match the sentences to come to the front of the class and act out their Worksheet
the corresponding pictures. dialogues. Provide any necessary help. s
Check the pupils’ answers. • 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 language of
the lesson through Teacher’s
craftwork and a game assessment
Hand out the photocopies of Team A: (puts teddy
the toys and toy box bear, car and train in the
templates. Tell the pupils that toy box)
they are going to make a toy Team A, Pupil 1: It’s Observing and
box. Show them your model. blue and it’s soft. monitoring
Guide the pupils through the Team B, Pupil 1: Got it!
cutting and colouring of their The teddy bear!
toys and toy Team A, Pupil 2: Yes.
boxes.Alternatively, bring in It’s blue and it’s hard.
a shoe box and use it as a toy Team B, Pupil 2: Got it!
box. The train!
In teams, play the What’s in Team A, Pupil 3: No!
Photo
my toy box? game. It’s got four wheels!
copies
Team A lets Team B look at
Pictures
their coloured toys for one
minute. Then the pupils from
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
pictures in the story for a few
Poster
minutes and then close their
Success
books. Divide the class into
two teams, A and B. Ask
individual pupils from both
teams questions about the
End of the toys in the story. Each correct
lesson answer wins a point. The
8 min team with the most points
wins. Extension Activities (Optional)1 Ask the
Teacher: What colour is the pupils, in L1 if necessary, to tell you which
teddy bear? part of the story they liked best and why. Ask
Team A, Pupil 1: (It’s) blue! them to draw a happy face or a sad face,
Teacher: Correct! depending on whether they liked the story or
not. 2 The pupils, in pairs, think of and draw a
present for Chico for being a ‘good boy’. Then
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
Lesson objectives support; 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 / Teachers actions Students’ actions Assessment Resources
Time
 criteria

Organization moment: The teacher assess

Revise the language of the The pupils put the learners for their
previous lesson. pictures in the right ability.
Beginning of Put up the story cards from the order, one at a time. “Good job!
Pictures
the lesson 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
most popular with boys and which second time, pausing
P.B.p.62,
with girls. Explain that we after each phrase.
ex.1
shouldn’t categorise activities The pupils listen,
Audio CD
based on gender and that boys and point to and repeat
(Track 47)
girls can be equally good at any the activities,
Pictures
activity they choose to do. chorally and/or
Present the new vocabulary: go individually. Time
to the park, play football, play permitting, ask
tennis, play the guitar, play individual pupils to
volleyball, ride a bike point to and say the
activities.
Practise free-time activities.
Books closed. Say, as you write
on the board: I like going
shopping. Underline the letters in
bold. The pupils repeat after you.
Explain that the verb like is
P.B.p.62,
usually followed by the -ing form
ex.2
Middle of when we want to say that we like
Audio CD
the lesson doing something.
(Track 48)
Presentation Explain the activity. Play the
Pictures
and practice. audio, twice if necessary. The
30 min 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,
A and B. A pupil from Team A Pupil 1: I like going Verbal assessment
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 Team B,
it is. Each team has two guesses. Pupil 1: You’re
If they Korkem
guess correctly, they get a point.
 Consolidate the language of the
lesson.
Ask the pupils to think about what
they like doing and draw and
colour simple pictures. Then they
present their drawings to the class. Poster
Pupil 1: I like watching TV Success
End of the
lesson
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;
3.3.3.1 follow 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;
3.5.1.10 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 / Assessment
Teachers actions Students’ actions Resources
Time criteria

Organization moment: The pupils work in The teacher assess

Beginning of
Play Mirror me! In pairs, one pairs learners for their
the lesson Pictures
pupil mimes an activity and the ability.
Warming-up worksheet
other pupil tries to copy them. “Good job!
7 min
Well done!”
Middle of Present like + verb + ing. Observing and
the lesson Books closed. Say as you write Do you like painting? monitiring
Presentation on the board: Do you like Yes, I do.
and practice. cooking? Yes, I do./No, I don’t. No, I don’t.
30 min Underline the words in bold. The
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 paint – painting
form. Explain that most verbs do BUT
not change when we add -ing swim – swimming
(painting, climbing, cooking) but ride – riding
P.B.p.63,
there are exceptions to that rule.
ex.2
Present the spelling difficulties.
Worksheet
Say, then write on the board:
IWB
have – having. Explain that the
verbs that end in -e, drop the -e
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 The pupils match the
activity. Allow the pupils some sentences to the
time to complete the sentences. corresponding
Then they match the sentences pictures
to the corresponding pictures.
Check their answers.
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
Point to the picture. Read the Act out the dialogues cards:
exchange and explain the
activity. In pairs, the pupils
practice talking about what they
like doing. One pupil mimes the Exercise 3
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
notebooks. The pupils write nine Poster
End of the Success
activities in the grid (from
lesson
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 / Assessment
Teachers actions Students’ actions Resources
Time criteria

Organization moment: The pupils revise the The teacher assess

Begin a sentence by saying: I language of the previous learners for their
like going to the park. Ask a lesson ability.
pupil to repeat your sentence “Good job!
and add their own, e.g. I like Well done!” Pictures
Beginning of
going to the park. I like Formative Worksheet
the lesson
playing the guitar. Then the Assessment
Warming-up
next pupil repeats the two
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
PROJECT (Art & Design) The pupils answer the Answer key
Present a project about questions 1 It’s a scooter.
one’s toy design. 2 It’s metal. P.B.p.64,
Point to Sanzhar’s toy design 3 It’s blue. ex.3
and ask the pupils to identify 4 It’s big Exercise 2
it. Refer the pupils to the IWB
questions and read them Picture
aloud. Ask individual pupils
Middle of to answer them.
the lesson To generate ideas. answer key
Presentation Read the questions aloud. 1 It’s a train.
and practice. Invite pupils to answer them. 2 It’s metal. Worksheet
30 min 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
In groups, the pupils Success
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.
3.3.3.2 find out the main points in short simple descriptions with visual
Learning objectives support;

Learners will be able to:

Lesson objectives  explore English through other subject areas (Geography);
 talk about safety rules in the playground;
Plan
Stages / Assessment
Teachers actions Students’ actions Resources
Time criteria

Organization moment: The teacher assess

Ask the pupils to present their The pupils listen to the learners for their
Beginning of
projects to the class. Make aims of the lesson and ability.
the lesson Pictures
sure you display their work in guess what the today’s “Good job!
Warming-up Worksheet
the classroom. Then help lesson will be about? Well done!”
7 min
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.)
Explain the reason, in L1 if The pupils circle the
Middle of
necessary. Repeat with the correct answer. P.B.p.65,
the lesson
remaining pictures. Have a ex.3
Presentation
class discussion, in L1 if IWB
and practice.
necessary, about rules we Pictures
30 min
should follow in the
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
Show them the pictures from
End of the the Internet or magazines you
lesson 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 / Assessment
Teachers actions Students’ actions Resources
Time criteria

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

Beginning of Show the pupils pictures from learners for their
the lesson the Internet or magazines you ability. Pictures
Warming-up have brought in. Ask the Good job! Worksheet
7 min pupils to say if what they see Well done!
in the pictures is safe/not safe
Middle of Present the lettersa, h, t, m Teacher’s Audio CD
the lesson and u and the sounds they observation. (Track 49)
Presentation make. Picture
and practice. Books closed. Draw a big
30 min letter a on the board. Point to The pupils repeat after
it and say \œ\. The pupils you
repeat after you. Follow the
same procedure for the rest of
the letters.
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 The pupils listen and
Picture
audio, twice if necessary. circle the right letters.
Check the pupils’ answers.
Present words with the Teacher’s
letters a, h, t, m and u. assessment
Draw a simple sketch of a hat The pupils repeat after
and ask: What’s this? Elicit: you.
hat. Write the letters next to
Audio CD
it, point to and say h \h\ – a \
(Track 51)
œ\ – t \t\ – hat \hœt\. Follow
Picture
the same procedure and
present mum and dad. The pupils listen, point
Play the audio. Ask some to and repeat the words.
pupils to say the letters and
the words.
Practice the new letters and Teacher can assess
sounds through a game. pupils with these
Explain the game with the The pupils guess the cards:
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 repeat, chorally and/or
Audio CD
pupils repeat after you. individually.
(Track 52)
Play the audio. Invite a pupil The pupils says the word
Picture
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 / Assessment
Teachers actions Students’ actions Resources
Time criteria

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

Beginning of Do a quick revision of what picture of a robot) Is it learners for their
the lesson the pupils have learnt in the soft or hard? Class: It’s ability. Pictures
Warming-up module by asking them hard. Teacher: Is it metal “Good job! worksheet
7 min questions. e.g. or plastic? Class: It’s Well done!”
metal. etc
Read the instructions and Teacher’s
explain the activity. Allow The pupils put the words assessment
the pupils some time to put into the correct order to P.B.p.67,
Middle of the words into the correct make sentences. ex.1
the lesson order to make sentences. IWB
Presentation Then match them to the
and corresponding pictures.
practice. Check their answers.
30 min Refer the pupils to the The teacher
The pupils look at the
pictures and elicit what they evaluates learners
pictures and complete Exercise 2
can see. Read the example for their ability.
the sentences
and explain the activity. The “Good job!
 pupils look at the pictures and Well done!”
complete the sentences.
Allow the pupils some time to
complete the activity. Check
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
Show them the pictures from
End of the the Internet or magazines you
lesson 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;
 understand short, simple instructions used in familiar everyday
Lesson objectives 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 / Assessment
Teachers actions Students’ actions Resources
Time criteria

Organization moment: The teacher assess

Hand out the completed Progress Ss answer. learners for their
Report Cards for the previous ability.
module and ask the pupils to file “Good job!
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 PB p69
the title of the module and say: The pupils repeat, Pictures
Beginning of
Health and Hobbies. chorally and/or worksheet
the lesson
Have a discussion, in L1 if individually.
Warming-up
necessary, about the importance
7 min
of hobbies and how they can
help us keep healthy (e.g. they
help us to relax, they help us be Students’ answer:
in touch with nature, they make My hobby is cycling.
us happy, they bring us closer to It keeps me fit and
our family/friends, they help us healthy. It also helps
keep our mind/body healthy, me enjoy nature and
etc). spend time with my
Ask the pupils about their family).
hobbies and how these hobbies
help them keep healthy. Elicit
responses from around the class.

Middle of Introduce body parts and to The pupils listen and

the lesson follow instructions. point to the pictures. PB p69
Presentation Present the new vocabulary. Play the audio a Picture
and (See p. X of the Introduction for second time, pausing Audio CD
practice. ways to present the new after each word. ( Track 53)
30 min 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 Point to the picture It’s got four eyes. Exercise 2
hand, say and write: hand. Then and elicit the parts of It’s got three ears.
hold up both your hands, say and the body. It’s got four feet.
write hands and underline -s. It’s got six hands.
The pupils repeat after you. It’s got two
Remind the pupils that we form mouths.
the plural form of some nouns It’s got three noses
by adding an -s at the end of the
noun. Then draw a simple
picture of a foot on the board, leg – legs hand –
say and write: foot. The pupils hands BUT foot – feet
repeat after you. Draw another
foot next to it, say and write:
feet. Explain that feet is the
irregular plural of the word foot
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. Teacher: Well done!
Explain the game. A pupil from One point for
Team A comes to the front of Team B!
the classroom, selects a pupil
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
follow your instructions only if Poster
End of the Success
they are preceded by the words
lesson
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 /
Teachers actions Students’ actions Assessment criteria Resources
Time

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
Warming-up slip) and put them in a box. Ask “Good job! worksheet
individual pupils to come to the Well done!”
 front of the classroom, pick a
slip of paper from the box and
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
Middle of fruit and vegetables.
the lesson Then point to the apple and ask:
Is it a fruit or a vegetable?
Presentation Elicit: (It’s) a fruit. Repeat for
and the rest of the
practice. items. Explain the activity for
30 min the pupils to complete.
Practice fruit and vegetables. The pupils listen and
Refer the pupils to the pictures complete the activity.
and elicit the food items. Explain
the activity. Play the audio,
twice if necessary. Check their
answers. (Track 55)

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!Well
smoothie! The pupils repeat after 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-Assessmentis 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 HealthLesson 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;
Learning objectives 3.4.4.1 link ideas with and, but;
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 / Assessment
Teachers actions Students’ actions Resources
Time criteria

Organization moment: The pupils revise The teacher assess

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

Middle of Present and practice the verb Observing and PB p71

 ‘like’ and object pronouns. monitoring.
Books closed. Say as you write on
the board: I like bananas. I like
them. Yummy! Rubbing your
tummy at the same time. The pupils
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
pronouns are used after verbs. The pupils listen
Books open. Go through the and choose the Teacher’s Exercise 1
Grammar box briefly. Read the correct bowl assessment
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) The pupils act out
Read the example exchange aloud
the dialogues
and explain the activity. In pairs,
the pupils ask and answer
questions, as in the example. Go
the lesson
around the classroom providing any
Presentation necessary help. Ask some pairs to
and act out the dialogues for the rest of
practice. the class.
30 min Further practice object The pupils read
pronouns. Read the instructions and underline
and the example. Explain the them.
activity. The pupils read the Exercise 2
sentences and circle the right T can evaluate ss
words. Check their answers. story understanding
using five fingers
retell
Practice food preferences Pupil 1: I like Teacher assesses
through a game. bananas. pupils with these
Read the example aloud. Focus the Pupil 2: I like cards:
pupils’ attention on the use of and bananas and pears.
to add more information, and but to Pupil 3: I like
show contrast. Explain the game. bananas and pears,
The pupils, in groups of three, sit in but I don’t like
a circle. Pupil 1 starts by saying a ranges.
fruit/vegetable they like. The pupil Exercise 3
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;
Learning objectives 3.3.4.1 find specific information in different types of texts (postcards, posters,
flyers, messages, and notices: places, time, and prices)
3.3.5.1 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 / Assessment
Teachers actions Students’ actions Resources
Time criteria

Organization moment: The pupils revise The teacher assess

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

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

the lesson story. to Grandpa in p72
Read the title of the story and elicit picture 1) Pictures
Presentation its meaning. Ask: What is the story Who’s this? CD
and about?Let’s find out! Go through Class: Grandpa. (Track 57)
practice. the pictures and set the scene. Teacher: Yes! IWB
T can evaluate ss
30 min Follow the same procedure and (pointing to the story understanding
present the rest of the story. Play children) using five fingers
the audio. The pupils listen and Who are they? retell
follow along in their books. Ask: Class: Cody, Elsa,
What fruit and vegetables are there Carlos and Tara.
in the smoothie? Write bananas, Teacher: Where
apples, carrots, broccoli, oranges on are they?
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
and vegetables through a game. pupils with these
Explain the activity. Hand out the cards:
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. Photocopi
Play the Shopping game. Divide es
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!Well
preferences. The pupils have to say 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;
3.3.3.1 understand short, simple instructions used in familiar everyday
Learning objectives 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 /
Teachers actions Students’ actions Assessment criteria Resources
Time

Organization moment: The pupil revise The teacher assess

Beginning of Pictures
Say some sentences/phrases from the language of the learners for their
the lesson
the story in the previous lesson and previous lesson ability.
Warming-up worksheet
have the pupils tell you which “Good job!
7 min
character is talking. Well done!”
Middle of Present food and drink items. Teacher’s PB p74
the lesson Present the new vocabulary. (See p. assessement Pictures
X of the Introduction for ways to The pupils listen,
Presentation present the new vocabulary.) point to and repeat
 Play the audio. The pupils listen the food and drink
and point to the pictures. Play the items, chorally
audio a second time, pausing after and/or
each word. individually.
and
practice. Practice food and drink items.
30 min Point to the pictures and elicit the
items. Read the example and T can evaluate ss worksheets
explain the activity. Allow the
story understanding
pupils some time to complete it.
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
Draw a tree on the board. Tell the stickers
pupils that it is a magic tree and
that any kind of food/drink can
grow on it. Ask individual pupils to Poster
come to the board, name a Success
End of the
food/drink item and draw a simple
lesson
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 / Teachers actions Students’ actions Assessment Resources
Time
 criteria

Organization moment: Studentsanswer 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 Present and practise‘a/an, The pupils repeat after Teacher’s PB p75
the lesson some’. you assessment Pictures
Books closed. Draw a carrot on
Presentation the board. Say and write: a
and carrot. Underline the article. The
practice. Exercises
pupils repeat after you. Draw an 1, 2, 3
30 min orange on the board. Say and worksheet
write: an orange. Underline the
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. Readthe example and
explain the activity. Allow the
pupils some time to complete it.
Check their answers.
Present and practice Teacher’s IWB
‘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
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
Refer the pupils to the table and 1A)
elicit the food/drink Pupil 2: Is there any
items. Read the example aloud ice cream? T can evaluate ss
and explain the activity. Pupil 1: No, there story understanding
The pupils ask and answer in isn’t. using five fingers
pairs. Pupil 2: Is there any retell
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 / Assessment
Teachers actions Students’ actions Resources
Time criteria

Organization moment: Studentsanswer 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
worksheet
him/her. The pupil draws the Assessment
7 min item on the board. The rest of
the class try to guess the item.

Present a food poster. The pupils read the

Refer the pupils to the poster and text and complete the
elicit what they can see. Explain activity
the activity. Allow the pupils
some time
to read through the text and
complete the activity. Check
their answers.
Check the pupils’ The pupils read the PB p76
Middle of comprehension of the text. text and tick the food
the lesson Pictures
Check their answers. items mentioned/seen Worksheet
Presentation in the poster.
and IWB
Generate ideas. Suggested answer
practice.
Read the questions aloud and key
30 min
invite individual pupils to • Yes, I do.
answer them. 4 Do a My 5 A • Pears, oranges
Day poster. Present it to the and carrots.
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
Lesson objectives contexts.
 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 / Assessment
Teachers actions Students’ actions Resources
Time criteria

Beginning of Organization moment: The teacher assess

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

Middle of Present and talk about Suggested answer

the lesson food/drink items that are good key
and bad for the teeth. Apples are good
Presentation Books closed. Have a class for your teeth. Milk
and discussion, in L1 in necessary, is good for your
practice. about the importance of looking teeth. Cake is bad
after our teeth. Ask the pupils to for your teeth.
30 min
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. PB p77, 78
Brainstorm food/drink items that
are good/bad for our teeth and Pictures
write them in two lists on the
Worksheet
board. This is a good time to
present any new vocabulary. IWB
Books open. Refer the pupils to The pupils repeat after
the pictures, point to and read you.
the food items. The pupils repeat The pupilspoint to the
after you. pictures, point to and
Explain the activity and allow read the food items.
the pupils some time to complete
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!Well
brush them every day! The The pupils listen, done!”
pupils repeat after you. Repeat
mime and sing along. Audio CD
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 PB p78
x and the sounds they make. The pupils repeat after assessment
Books closed. Draw letter i on you and say the Audio CD
the board. Point to it and say: \I\. sounds (Track 60)
The pupils repeat after you.
 Present the
rest of the letters. Point to the
letters in random order and ask Pictures
the pupils to say the sounds.
Booksopen. 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 Well done! (Track 61)
audio, twice if necessary. Check Brilliant!
their answers. Good job! I like it!
Present words with the letters The pupils listen, Teacher’s
i, b, s, g and x. point and repeat. Ask assessment
Books closed. Draw a big box some pupils to say the
on the board and ask: Is it big or letters and the words.
small? Elicit: Big. Write the
Audio CD
letters on the board, point and
(Track 62)
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. “Good job!
number in each line. Check the Well done!”
pupils’ answers.
Present and practice sight The pupils repeat after
words. you. Play the audio.
Write the sight words on the The pupils listen and Audio CD
board and say them. (Track 63)
repeat. Invite a pupil
(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 / Teachers actions Students’ actions Assessment criteria Resources
Time

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 worksheets
the lesson Task. 1

Presentation READING
and Task 2
Practice. Track
WRITING
40 min
Task 3
Poster
Ending of
Success
the 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;
Learning objectives 3.4.1.1 spell accurately a few high-frequency words;
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.
Lesson objectives  revise and consolidate the language of the module;
 spell accurately a few high-frequency words;
 understand short, simple instructions used in familiar everyday
contexts;
 use demonstrative pronouns this, these.
Plan
Stages / Assessment
Teachers actions Students’ actions Resources
Time criteria

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
Middle of Refer the pupils to the pictures The pupils read and
the lesson and elicit the body parts. Read number the sentences
the example and explain the
Presentation activity. The pupils read the PB p79
T can evaluate ss Exercise 1
and sentences and number the story understanding
practice. pictures accordingly.Allow them using five fingers
some time to complete the retell
30 min
activity. Check their answers.
Refer the pupils to the picture The pupils look at the Teacher’s Exercise 2
and elicit the food items. Read picture, read the items assessment
the example and explain the
activity. The pupils look at the
picture, read the items and put a
tick or a cross accordingly.
Allow them some time to
 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 “Good job! Exercise 3
to complete the activity. Check Well done!”
their answers.

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.

Module7: 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;
Lessonobjectives:  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 of Ask the pupils to look The pupils’ own At the organization Pb p80
the lesson at the picture on p. 80 answers moment T supports Ss to
Warming-up and tell express their speech
7 min you what they can see. clearly using«The
Elicit/Say the praise» method to
name of the city evaluate Ss. like:
(Astana). Ask the
“Good job!
pupils to tell you, what
they know about the Well done!”
capital city of
Kazakhstan (history, The pupils repeat,
geography, sightseeing, chorally and/or
etc). individually.
Point to the title of the
module and say:
Buildings.
Middle of the Play the audio twice, The pupils listen and «Thumbs Up / Thumbs Pb p81 ex1
lesson pausing after each point to the parts of Down»
Track 64
Presentationand word. the house, chorally
Practice. Then allow the pupils and/or individually. IWB
30 min some time to look at
the picture The pupils answer:
and answer the There are five rooms
question. Check their and a garden.
answers.
Point to the pictures, The pupils repeat, Pupils’ answers: Pb p81 ex2
one at a time, and chorally There’s a bath in
IWB
present the and/or individually. thebathroom.
things inside a house. The pupils look at the There’s a cooker in the
Ask individual pupils house in Ex. 1 again kitchen.
to name the items. Ask and make similar There’s a bookcase in the
the rest of the class for sentences. living room.
verification. There’s a mirror in the
Point to the bed, say hall.
and write: There’s a
bed in 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 The pupils repeat after IWB
that they will listen to you. Suggested answer key:
the sounds and number Pupil 1: Where is
the pictures. Play the Then, in pairs, the Carlos?
audio, twice if pupils practice talking Pupil 2: He’s in the
necessary. about where the bathroom. Where is
Check the pupils’ characters are. Go Tara?
answers.Point to around the classroom Pupil 1: She’s in the hall.
picture A and ask: providing any
Where is Cody? Elicit: necessary help.
He’s
in the kitchen. Follow
the
 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 board and draw one of evaluate Ss. like:
the the parts of the house,
“Good job!
parts of the house, e.g. other pupils try to
garden, and ask the guess what kind of Well done!”
pupil to draw room is it
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 topic at a given point in time.
best describes whatthey the pupils answer the questions of the teacher and some of
8 min
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
Lessonobjectives: 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 Resources

Beginning of the Mime an activity The pupils revise the Verbal evaluation
lesson associated with a room in language of the
Warming-up the house and ask the previous lesson.
7 min pupils to name it.
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
Presentationand Time permitting, ask inside the house. The
In my room there is a Track 66
Practice. individual pupils to point pupils
bed and a wardrobe.
30 min to and say the things repeat the items, IWB
There is
inside the house. Ask the chorally and/or
a desk, a chair and a
pupils what things there individually.
lamp, too!
are in their room.
Explain the activity. The pupils look at the «The praise» method to Pb p82
Tell them to use the designs and color in evaluate Ss. like: ex2
colors indicated by the the areas with a dot to
“Good job! IWB
dots. Check the pupils’ reveal the pictures.
answers. Point to the first Then, in pairs, pupils Well done!”
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 A: What’s this?
the word in bold. Elicit: classroom providing B: It’s a red cupboard.
It’s a yellow cupboard. any necessary help A: What are these?
Then point to the clocks B: They’re green lamps.
and ask, as you write on
the board: What are
these?Underline the
word in bold. Elicit:
They’re blue
clocks.Focus the pupils’
attention on this and
these and elicit their use.
End of the Divide the pupils into Traffic light method is The pupils use their Pupils
lesson groups. Ask every group used to find out was stickers to show their book,
to choose a room. The the lesson clear or not. knowledge according to poster
8 min
pupils draw and color in Use the stickers. the lesson
the room and the items in Green- I understood
it. The groups present Yellow-I have some
their drawings to the questions
 class. Display their work Red-I need a help.
in the classroom.

Module7: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;
Lessonobjectives:  find out the main points in short simple descriptions with visual support;
 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 of Play Which one is The pupils play the The pupils evaluate Whiteboard
the lesson missing? with the class. missing game each other and
Warming-up Write the things inside a encourage classmate
7 min house on the board. Let with phrases like:
the pupils look at them Well done!
for one minute before Brilliant!
closing their eyes. Erase Good job!
a word. Ask them to open I like it!
their eyes. Ask a pupil to
tell you which word is
missing. Repeat the
activity as many times as
you think is necessary.
Middle of the Books closed. Draw a The pupils repeat after «The praise» method Pb p83
lesson simple sketch of a chair you and practice to evaluate Ss. like: Grammar
Presentationand on the board, say and making plural forms of box
“Good job!
Practice. write: one chair. the nouns
30 min Then draw another chair, Well done!”
say and write:
 two chairs. Underline the Drill your pupils: IWB
letter in bold. Explain to e.g. Teacher: train
the ss that we form the Pupil 1: trains
plural form of some Teacher: box
nouns by adding an -s at Pupil 2: boxes
the Teacher: baby
end of the noun. Follow Pupil 3: babies
the same procedure and
present the rest of the
plurals (-es, -ies).
etc
Books open. Go through The pupils complete Pb p83 ex1
the Grammar box briefly. the activity with new
Read the instructions and gramma theme
explain the activity. Read
the example aloud. Allow
the pupils some time to
complete the activity.
Read the example and The teams take turns “Smiles” method to Pb p83 ex2
explain the game. asking and answering evaluate
Explain the meaning of questions about the
over there (somewhere a location of IWB
short distance away from thecorresponding items
you). You can also teach in the picture. Each
over here (near you). correct Suggested answer key
Refer the pupils to the answer gets a point. Team A Pupil 1:
picture and elicit the The team with the most Where is my lamp?
names of the items. points wins the game. Team B Pupil 1: It’s
Focus the pupils’ over there.
attention on Team A Pupil 1:
theprepositions in, on Where?
and under. Divide the Team B Pupil 1: In the
class cupboard!
into two teams, A and B.
End of the Play How many words? The pupilswrite down The pupils evaluate
lesson with the class. Divide the as many rooms and each other and
pupils into pairs. Set a things inside a house as encourage classmate
8 min
time limit. Give the pairs they can think of (e.g. with phrases like:
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.

Module7: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;
Lessonobjectives:  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 of Play The Messy Room! The pupils, in pairs, The pupils evaluate Whiteboard
the lesson game from the previous take turns asking and each other and
Warming-up lesson with the class. answering questions encourage classmate
7 min Choose various items about the location of with phrases like:
from the picture and the corresponding Well done!
write their names on the items on Brilliant!
board. Repeat the the board. Good job!
activity as many times I like it!
as you think is
necessary.

Middle of the Read the title and elicit The pupils listen and «The praise» method to Pb p84-85
lesson its meaning. Ask: What follow along in their evaluate Ss. like: ex1
Presentationand is the books.
“Good job! Track 67
Practice. story about?Let’s find
30 min out! Go through the Well done!”
pictures
and set the scene. IWB

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.
(pointing to the door in
picture 1) What’s this?
Class: The door. etc The pupils listen and
answer (four).
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
permitting, play the The pupils, in pairs,
audio a third time with read again and write
pauses for the pupils to what these words
listen and repeat, mean.
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
Check the pupils’ complete the of the story
answers. sentences. Then they cards from
Extension Activity tick the correct boxes. the Teacher’s
(Optional) Resource
In groups, the pupils Material, one
• For stronger classes: act out the dialogue. set per pupil,
Allow them some time to for Pb p85
rehearse their dialogues.
Teacher can evaluate ss
story understanding Ex. 2
Invite some groups to (Extension
come using five fingers retell
Activity);
to the front of the
classroom and act out
their dialogues. Provide The pupils listen and
any necessary help. hold up
thecorresponding
• For weaker classes: cards.
Hand out the photocopies
of
the story cards, one set
per pupil. Ask the pupils
to color them in. Play the
 story with pauses.
Hand out the empty The pupils, in two “Smiles” method to An empty
milk cartons and bottle teams, play the evaluate milk carton
caps, Caravan game. and four
one set per pupil. plastic bottle
The pupils color caps, one set
Alternatively, hand out empty milk cartons per pupil, for
sheets of paper and ask and bottle caps in and Ex. 3
the pupils to draw and drawwindows and a (Craftwork).
color in their door, gluethe wheels,
caravans.Place sheets of or draw the wheels on
A4 paper on the floor in the carton.
two rows. These are the
“parking spaces”. Clap Alternatively, pupils
your hands as the pupils draw and color their
walk around the caravans on the sheets
‘parking spaces’ with of paper.
their caravans. When
you stop clapping, they
must find a parking
space. If a pupil doesn’t
find a parking space,
they are out of the game
and sit down. The other
pupilswave 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 1. Say incomplete sentences and ask the pupils to complete
8 min
room from the story. them.
Then they present their e.g. Teacher: Look! This is my ...Class: new house. etc
drawings
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
Module7: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;
Lessonobjectives:  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 Resources

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

Middle of the Present the new The pupils listen and Individual evaluation Pb p86
lesson vocabulary. Play the point to the parts of the ex1
Presentationand audio. Play the audio a house. The pupils
Track 68
Practice. second time, pausing after listen, point to and
30 min each word. Time repeat the parts of the
permitting, ask individual house, chorally and/or
pupils to point to and say individually.
the parts of the 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:
you? Follow the same There are walls and a
procedure and present the red roof. There’s a
rest of the song. Play the chimney, too! The
audio. If you wish, play pupils repeat after you.
the animated video for The pupils listen and
thepupils to watch and point to each part of
sing along. the house as they hear
it.
Ask the pupils to draw In pairs, the pupils Pb p86
their dream house. Then practice talking about ex3
they count the rooms of their dream houses.
the house they have
drawn,
as well as the people and The teacher evaluates
pets that live there, and learners for their
write the numbers in the ability.
corresponding boxes in
“Good job!
the book.Read the
example aloud and Well done!”
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 The pupils repeat after Verbal evaluation Pb p87
pen next to a book and you. ex1
ask
IWB
the pupils: Where is my
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 A makes an incorrect ex3
the class into two teams, sentence using the
A 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 most points win. of, behind). Then a The pupils are
pupil from Team B evaluated by collecting
corrects them. color pencils
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
him/her a pen and a book. lesson
8 min
Name a preposition of
place, e.g. next to. The
pupil places the pen (next
to) the book.

Module7: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;
Lessonobjectives:  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 Resources

Beginning of Ask a pupil to close their The pupil looks for the Verbal evaluation
the lesson eyes while you hide a item in the classroom.
Warming-up book. When the pupil When they find it, they
7 min opens their eyes, ask: must say where it is,
Where’s my book? e.g. It’s under the
Repeat with other pupils, chair.
using other prepositions.
 Middle of the Point to the picture and The pupils own “Smiles” method to Pb p88
lesson ask: Is this a busy street answers evaluate ex1
Presentationand or
IWB
Practice. a quiet street? Elicit:
30 min Busy (There are a lot of
shops.).
Then point to the cinema
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 The pupils make their “Smiles” method to Pb p88
can use Korkem’s project own project in class or evaluate ex3
as a model. for homework.
End of the Play Whispers. Whisper a Extension Activity Ss’s
lesson building to a pupil. Then Divide the pupils into projects
they whisper it to the pairs. One pupil shows
8 min
pupil next to them and so their project or a
on. different drawing of a
The last pupil says the street to their partner.
word aloud. Repeat with The other pupil looks
various buildings. at 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.

Module7: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 Resources

Beginning of Ask the pupils to The pupils present Individual evaluation

the lesson present their projects to their projects and
Warming-up the class. then file it in their
7 min Make sure you display Language Portfolios.
their work in the
classroom.

Present the new The pupils listen, «The praise» method to Pb p89
vocabulary. Play the point to and repeat evaluate Ss. like: ex1
Middle of the audio. Play the audio the numbers, chorally
“Good job! Track 70
lesson again, pausing after and/or individually.
Well done!”
Presentationand each word.
Practice. Point to the words Odd The pupils listen to “Smiles” method to Pb p89
30 min and Even and say them the teacher carefully. evaluate ex2
aloud. The pupils repeat Then put the numbers
afteryou. Explain that in the correct bags.
odd numbers are
numbers 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 Verbal evaluation Pb p89
Allow the pupils enough sums and write the ex3
time to do the sums and numbers.
IWB
write thenumbers.
End of the Divide the pupils into The pupils from two Each team gets point for
lesson two teams, A and B. teams do the sums the correct answers
Say:Fifteen and three! and say if it’s an odd
8 min
Pick a pupil from Team or even number.
A and 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 points Teacher can assess Ss with
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.

Module7: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;
Lessonobjectives: 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;
 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 Resources

Beginning of Do a quick revision of The pupils play in Individual evaluation

the lesson what the pupils have teams, A and B. The
Warming-up learnt in the module by pupil who is the fastest
7 min playing Letter Scramble. gets a point for their
Write the names of rooms team. The team with
in a house, things inside a the most points wins.
house and parts of a
house on the board, but in
jumbled letter order. Ask
a pupil from each team to
come to the board
andrearrange the letters to
form the right word.
Middle of the Draw a big letter j on the The pupils repeat after «The praise» method to Pb p90
lesson board. Point to it and say: you. evaluate Ss. like: ex1
Presentationand \dZ\. Follow the same
“Good job! IWB
Practice. procedure to present the The pupils listen, point
Well done!”
30 min rest of the letters. Play the to the letters and repeat Track 71
audio. 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. Somepupils say evaluate ex3
this? the sounds and the
IWB
Elicit: Jam. Write the words.
letters on the board and Track 73
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 Pb p90
help of a pupil. Shape the the letter and say the for the correct answers ex4
letter j on a pupil’s back, sound. If the pupil
IWB
using your finger. Divide guesses theletter and
the class into two teams. says the soundcorrectly,
their team gets one
point.
Say the sight words, one The pupils listen and Individual evaluation Pb p90
at 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. picture and complete ex1
Check their answers. the activity.
Refer the pupils to the The pupils look at the “Smiles” method to Pb p91
picture and elicit the parts picture and complete evaluate ex2
of a house. Read the 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. activity. ex3
Check their answers.
End of the Hand out the letter and The pupils hold up the «The praise» method
lesson word cards, one set per corresponding card. to evaluate Ss. like:
pupil. Name a sound or
8 min
say a word. Repeat with “Good job!
theremaining letters and Well done!”
words.

Extension Activity
Ask the pupils to go
through the module, find The pupilspoint to and
and circle any of the sight say sight words aloud.
words they can see.

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;
Lessonobjectives:  make basic requests related to immediate personal needs;
 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 of Ask the pupils to look at The pupils “Smiles” method to

the lesson the picture on p. 92 and repeat, chorally and/or evaluate
Warming-up tell individually.
7 min you what they can see, in
L1 if necessary. Point to
the Pupils’ own answers
title of the module and
say: 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 the Present the new The pupils listen and Individual evaluation Pb p93 ex1
lesson vocabulary. point to the
IWB
Presentationand Play the audio holiday items and
Practice. twice,pausing after each repeat the words, Track 75
30 min word. Time permitting, chorally
ask individual pupils to and/orindividually.
point to and say the
holiday items.
Explain the activity. Read The pupils complete the «The praise» Pb p93 ex2
the first sentence aloud activity. method to evaluate
IWB
and Ss. like:
elicit the answer
“Good job!
(swimming trunks,
swimsuit). Tell the Well done!”
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 and write: Yes, IWB
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 gets points.
pupils
8 min
to write down as many
words as they can
remember from the
lesson.

Module8: 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).
Learners will be able to:
 talk about means of transport;
Lessonobjectives:  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 Resources
 Beginning of Ask a pupil to mime an The pupils revise the Individual evaluation
the lesson action associated with language of the
Warming-up one previous lesson.
7 min of the places from the
previous lesson. Ask the
rest of the class to guess
which place it is.
e.g. Teacher: (mimes
eating popcorn)
Pupil 1: Cinema! etc

Middle of the Present the new The pupils listen and Answer key: Pb p94
lesson vocabulary. point to the A helicopter travels in ex1
Presentationand Play the audio means of transport and the air.A lorry travels
Track 76
Practice. twice,pausing after each repeat the words, on the ground.A boat
30 min word. chorally and/or travels on water.A train
Time permitting, ask individually. travels on the ground.
individual pupils to point A plane travels in the
to and say the means of air.A car travels on the
transport. Point to the ground.A bus travels on
helicopter and ask: Where the ground.A motorbike
does it travel? Elicit: In travels on the ground.
the air. Follow the same
procedure and
present/elicit where the
remaining means of
transport travel.
Point to the pictures (A- The pupils listen and «The praise» method Pb p94
D) and elicit the means of complete the activity. to evaluate Ss. like: ex2
transport. Explain the
“Good job! Track 77
activity. Play the audio.
Check their answers. Well done!”
Present the song. Point to The pupils repeat after Verbal evaluation Pb p94
and read the first you, then sing along. ex3
sentence.
Track 77
Follow the same
procedure
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 you. ex1
do The pupils read and put
Grammar
you like travelling? the words into the
box
Underline the word in correct order to make
bold. The pupils repeat sentences, then match
after you. Say, then write them to
on the board: I like thecorresponding
travelling by boat. 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 “Smiles” method to Pb p95
groups. The a survey about how evaluate ex2
pupils ask and answer they would like to
questions about how they travel around the
like travelling and they country.
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 The pupils draw their
lesson their favorite means of favorite means of
transport. Then they can transport.
8 min
present it to the class.
Make
sure, you display their The teacher evaluates
work in the classroom. learners for their
Then help ability.
them file it in their
“Good job!
Language Portfolios.
Well done!”

Module8: 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;
Lessonobjectives:  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 Resources

Beginning of Welcome the pupils by Pupils’ own answers «The praise» method Pb p96-97
the lesson saying Happy Holidays. to evaluate Ss. like:
Warming-up Have a class discussion, in
“Good job!
7 min L1 if necessary, about
where they spend their Well done!”
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 the Read the title of the first The pupils listen and Answer key: Track 78
lesson story and elicit the follow in their books. Happy Holidays! is
Presentationand meaning. about a camping IWB
Practice. Ask: What is the story holiday.
30 min about?Let’s find out! Go At the Seaside is about
Pb p96-97
through the pictures and a beach holiday.
set 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
the most. Ask the pupils to most. Then they file it
draw a picture showing in their Language
their preference. Then they Portfolios.
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 Individual evaluation
lesson sentences/phrases from the
stories. The
8 min
pupils say who is
speaking.
e.g. Teacher: Let’s collect
them!
Class: Elsa. Etc.

Module8: 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.

Learning objectives: 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,
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;
Learners will be able to:
 talk about places in a town;
 understand basic personal questions;
Lessonobjectives:  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 Resources

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

Middle of the Present the new The pupils listen and «The praise» method Pb p98
lesson vocabulary. point to the places in the to evaluate Ss. like: ex1
Presentationand Play the audio twice, street mapand repeat the
“Good job! Track 79
Practice. pausing after each word. places in a town,
30 min Point to the street map chorally and/or Well done!” IWB
again and ask: What is individually.
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 complete the activity. ex2
the
Track 80
places. Play the audio,
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
the activity. Ask some places in a town. do today?
pairs to come to the front Pupil 2: We can go to
of the classroom and act the cinema.
out their dialogues. Pupil 1: OK. Let’s go!
Books closed. Say, as you The pupils repeat “Smiles” method to Pb p99ex1
write on the board: Who’s after you. evaluate
Grammar
this? Underline the word
 in bold. Answer: My The pupils write the box
friend. Elicit the meaning questions, then answer
IWB
and them.
the use of who. Follow
the 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 Dear Grandpa, ex2
Alternatively, assign it as grandma/grandpa. They Greetings from Bristol.
homework. can use Ex. 1 as a It’s hot and sunny
model. 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
lesson from Ex. 1. to correct the sentences. to evaluate Ss. like:
e.g. Teacher: Assel is nine
8 min “Good job!
years old.
Pupil 1: No, she isn’t. Well done!”
She’s ten years old. Etc.

Module8: 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;
Lessonobjectives:  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/Time Teacher’s actions Student’s actions Assessment criteria Resources

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!
go to the beach?What do
7 min and what we can do to
you do there?Do you Well done!”
stay safe, e.g. use
swim? Do you make
suncream to avoid
sandcastles? Do
getting sunburnt.
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
activity. Time permitting, words.
30min
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
Yes. Repeat with the behavior at the beach behavior at
remaining sentences. and then complete the the beach
Have a class discussion, activity.
IWB
in L1 if necessary, about
what is Pb p100
safe and unsafe behavior ex2
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:
Show them the pictures of accordingly, when they
8 min
safe/unsafe behavior see the corresponding
from the Internet or pictures.
magazines, you have
brought in.

Module8: 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:
Lessonobjectives:  explore English through other subject areas (Science);
 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 Resources

Beginning of Teacher display pupil’s The pupils present their «The praise» method Pupils’
the lesson work in the classroom. projects to the class, to evaluate Ss. like: projects
Warming-up Then help them file it in then
“Good job!
7 min their Language Portfolios. file it in their Language
Portfolios. Well done!”

Emoticons
 Middle of the Point to the pictures, one The pupils look at the Pb p101
lesson at a time, and remaining pictures and ex1
Presentationand elicit/present place a tick or a cross.
IWB
Practice. the words. Explain the
30 min activity. Point to the teddy
bear and ask: Does it need
water? Elicit: No, it Pupils are evaluated by
doesn’t. collecting color pencils
Refer the pupils to the
sentence, point to the Answer key:
teddy bear and say: A A goat needs water.
teddy bear doesn’t need A tree needs water.
water. A lamp doesn’t need
water.A lorry doesn’t
need water.An apple
Then ask individual tree needs water.A
pupils to make similar mirror doesn’t need
sentences about the rest of water. A flower needs
the pictures. Ask the rest water.Children need
of the class for water.Animals need
verification. 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
water. Teacher save water (e.g. turn
8 min
helpspupils file it in their off the tap while
Language Portfolios. brushing teeth) and
present it to the class.

Module8: 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.
Lessonobjectives: 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 Teacher’s actions Student’s actions Assessment criteria Resources

Beginning Organization moment: The teacher assesses

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

Emoticons

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

Emoticons

Module8: 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.
Lessonobjectives: 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 Resources

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

Middle of the Books closed. Draw a big The pupils repeat after «The praise» method Track 81
lesson letter k on the board. you. to evaluate Ss. like:
Pb p102
Presentationand Point The pupils listen, point
“Good job! ex1
Practice. to it and say: /k/. to the letters and repeat
30 min Point to the letters in the sounds. Well done!”
random order and ask the
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 The pupils repeat after Verbal evaluation Track 83
on a pencil case or a you.
Pb p102
schoolbag and ask:
ex3
What’s this? 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 The pupils listen, point
koala and quilt, using and repeat.
simple drawings.
Play the audio.
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
word. with 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
Read the instructions and The pupils unscramble learners for their Pb p103
explain the activity. the letters and complete ability. ex3
the activity.
“Good job!
Read the example and The pupils complete the Pb p103
explain the activity. activity. Well done!” 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. letter card. z and the
8 min
Repeat with the The pupils hold up the word
remaining letter cards. word cards and say the cards
Say the words quilt, zip words. quilt,
and koala, one at a time. koala and
zip