LESSON 33: Unit 5 Travel School:

Getting to school: Transport

Date: Teacher name:
Grade: 1 Number present: absent:
Learning objectives S3 pronounce basic words and expressions intelligibly
L4 recognise basic intonation distinguishing questions from
statements
L1 recognise short instructions for basic classroom routines spoken
slowly and distinctly
Lesson objectives All learners will be able to:
Name types of transport intelligibly
Produce some approval/disapproval sounds
Most learners will be able to:
Respond appropriately to some yes/no questions
Use some short form answers correctly
Respond to some information questions about transport correctly
Some learners will be able to:
Give some information about themselves and others using covered
grammatical structures correctly
Previous learning The world around us
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Beginnin Greeting
g Hello, boys and girls! How are you?
5 min
Warm up activity
Call the number: allow the children
to walk, run or skip around the hall.
Pupils do
The teacher calls a number for
the
example, four. The children must form
instructions
groups of four. Continue the game
calling different numbers each time.
Teacher may ask them to perform a
balance or to perform a stretch after
each whistle
Middle Introducing new material Pupils listen PPT
30 min New words (with mime) and
Listen and say. Teacher drills the pronounce
pronunciation with whole class and
with individual learners.
1) car 2) bus
3) bike 4) train
5) tram 6) boat
7) plane 8) helicopter
 Learners answer in their native Pupils
language Teacher drills (in native answer
language): That’s right. They’re on a
bus. Then teacher gives the translation
of words.

Then teacher shows the pictures or

PPT of different means of transport
and ask their translation:
bus, car, bike, tram, train
Teacher projects visuals of different Pupils write
means of transport around an image of the first
school. Teacher asks each learner to letter
write the first letter of their names and transport
come to the board and stick them on
the transport they use. Teacher then
asks (Teacher can ask in native
language) e.g. Does Ali ride a bike to
school? Learners give answer.

Dynamic break Song

Learners go to the carpet and have a Pupils do “Head,
dynamic break “Head, shoulders, dynamic shoulders,
knees & toes” break knees &
toes”
Listening and putting objects on and
colouring different parts of a getting to
school transport scene card. Write
number 10 on the bus. Colour the bike
blue. Put the cat in the car.
End Reflection PPP slide
5min Ask learners to look at lesson 2
objectives they set at the beginning of
the lesson and think and say (with
teacher support) if and they achieved
these objectives or working towards https://
them: ask students if they can answer www.yout
“What’s this?” question. ube.com/
Pupils sing a watch?
Good bye song good-bye v=Xcws7
THE LESSON IS OVER. GOOD song UWWDEs
BYE.
 LESSON 34: Unit 5 School:
Travel

Getting to school:
How do you get to
school?
Date: Teacher name:
Grade: 1 Number absent:
present:
Learning 1.L2 recognise with support a limited range of basic common personal
objectives questions spoken slowly and distinctly
that this 1.S1 make basic personal statements about people, objects and classroom
lesson is routines
contributing 1.S5 use words in short exchanges
to 1.UE5 use interrogative pronouns which, what, where, how to ask basic
questions
1.UE9 use common present simple forms [positive, negative and question] to
give basic personal information
Lesson Learners will be able to:
objectives Recognize and follow teacher instructions
Answer “What’s this?” question
Pronounce 90% of words on the topic “Transport” intelligibly
Previous Transport
learning
Plan

Planne Planned Learner Evaluati Resources

d activities s’ on
timings Organizationa activitie
Pupils
Beginni
ng l moment respond
5 min Teacher greets to
learners; greeting
Warming up and take PPP slide 3
Teacher asks their
learners “How places.
are you?” to
find out their Video 1
mood at the
beginning of Pupils
the lesson; follow
students the
choose one of instructi
the smiles they ons
see on the
slide, saying “I
am happy/sad
 ….etc.”
Learners watch
a video and do
the “Hockey
pockey shake”:
You put one
hand in,
You put one
hand out…
Middle Introduction
to new words: Cards with words
20 min Pupils
- provide each spend a
student with a couple
card with new of
words on the minutes
and stick
topic the cards
“Transport” into their
- give students copyboo
a minute and ks.
ask them to
look through
the words and
read them to
Pupils
themselves answer
- in a minute the
read words question
aloud and ask s
students to
listen and
repeat the
words
- check
students’
understanding
of the new
vocabulary
meaning by
showing them
pictures.
Whole class
activity
- introduce
students to
“What’s this?”
question –
write this
question on the
board and
 model a couple
of examples
asking the
question and
pointing at
pictures of
transport for
answer:
What’s this? –
This is a car.
What’s this? –
This is a bus.
- monitor
students’
pronunciation
via drilling
exercise:
students repeat
first in chorus
then
individually.
- students
working in
pairs point to
the pictures
and ask
questions:
What’s this? –
This is a car.
- ask students
to write down
the question
and one
answer into
their
copybooks as
an example
- go around the
class and
check students’
progress, assist
if necessary.
10 Cut, stick, Pupils Worksheets
minutes write follow
- provide each the
student with a instructi
worksheet for ons
cutting out
 pictures of
transport
- as soon as
students finish
cutting out all
pictures ask
them to stick
those pictures
into their
copybooks in
columns
leaving space
for further
writing activity
- when
students finish
sticking all
pictures into
copybooks
explain the
next task –
look at each
picture and
answer
“What’s this?”
question in
written form
next to the
picture
(students
should write
This is a car.
This is a bus.
Etc.)
- if students do
not manage to
finish at the
lesson give this
task as a home
assignment.
End REFLECTION
5 min Ask students to PPP slide 2
look at lesson
objectives they
set at the
beginning of
the lesson and
think and say https://www.youtube.com/watch?
(with teacher Pupils v=Xcws7UWWDEs
support) if and sing a
they achieved good-
these bye song
objectives or
working
towards them:
ask students if
they can
answer
“What’s this?”
question.
GOOD BYE
SONG
Good bye,
good bye, see
you again!
Good bye,
good bye, see
you, my
friends…
THE LESSON
IS
OVER.GOOD
BYE.
 Бекітемін:

LESSON 35: Unit 5 School – lyceum №7

Travel

This is the way...

Date: Teacher name: Kuanyshova N.
Grade: 1 Number present: absent:
Learning 1.S3 pronounce basic words and expressions intelligibly
objectives(s) 1.S5 produce words in response to basic prompts
that this lesson 1.UE9 use basic present simple forms [positive and negative] to give basic personal
is contributing information
to 1.L2 recognise with considerable support a few basic personal questions spoken slowly
and distinctly
Lesson All learners will be able to:
objectives Recognize simple greetings
Listen to the song
Recognize gestures
Most learners will be able to:
Demonstrate and name the actions
Some learners will be able to:
Give some information about themselves using covered verbs

Previous Getting to school

learning
Plan

Planned Planned Learners Evaluatio Resources

timings activities ’ n
activities
Beginni Greeting
ng Good morning Pupils This is the way song
children! I’m listen and
10 min www.youtube.com/watch?
glad to see you! sing a
How are you? song. v=poO40B4fPzg
Now, Boys and
Girls come up
to the
blackboard and
put a tick.
Warm up
activity
Learners listen,
perform
gestures and
sing along to
the This is the
way song.

Call the
 number: allow
the children to
walk, run or
skip around the
hall. The
teacher calls a
number for
example, four.
The children
must form
groups of four.
Continue the
game calling
different
numbers each
time. Teacher
may ask them
to perform a
balance or to
perform a
stretch after
each whistle

Middle Introducing
30 min new material
Teacher
demonstrates This is the way we go to school song
and drills action
words related to
http://www.youtube.com/watch?
getting ready Pupils v=fsIb5L0_pGY
for school in the take turns
morning to turn
brush, wash, over a
drink, pack etc. card and
comment,
Teacher show e.g. I
visuals and asks wash my
learners about face this
how they do way. The
things, e.g. Do other
you brush your learner
teeth this way responds,
or that way? e.g. Me
too or I
don’t… I
wash my
face this
way

Teacher
demonstrates
with a learner a
 short exchange Pupils
with ‘Me too’ / follow the
‘I don’t’ with instructio
above actions. ns

Each pair is
given a set of
cards showing
actions done in
different ways
from previous
activity.

Teacher points
at the cards and
students call out
the vocabulary.
I brush
my
teeth.
I say
‘Goodby
e’
I come
home.
I wash
my face.
I have
breakfas
t.
I go to
school.
I go to
bed.

Reprise of the
song This is the
way. Perhaps
introduce other
verses related to
transport
actions looked
at in the
opening section
of the unit.
End REFLECTION
5min - How do
you feel
now?
- Are you
OK ?
- Now,
Boys
and
Girls
come up
 to the
blackbo
ard once
more
and put
a tick.
THE LESSON
IS OVER.
GOOD BYE.

Бекітемін:

LESSON 36: Unit 5 Travel School – lyceum №7

Let’s travel
Date: Teacher name: Kuanyshova N.
Grade: 1 Number absent:
present:
Learning 1.S3 pronounce basic words and expressions intelligibly
objectives(s) that 1.R3 recognise some very high frequency words from local environment
this lesson is 1.S5 produce words in response to basic prompts
contributing to 1.UE9 use basic present simple forms [positive and negative] to give basic personal
information
1.L2 recognise with considerable support a few basic personal questions spoken
slowly and distinctly
Lesson objectives All learners will be able to:
Recognize simple greetings
Listen to the song
Recognize simple verbs of daily routines
Demonstrate and name the actions
Give some information about themselves using covered verbs

Previous learning Getting to school

Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n

Beginnin GREETING
g Good morning This is the way we go to school song
5 min children! I’m glad to http://www.youtube.com/watch?
see you! How are v=fsIb5L0_pGY
you?
Now, Boys and Girls Pupils
come up to the listen and
blackboard and put a sing a
tick. song
WARM UP
ACTIVITY
Learners listen,
perform gestures and
sing along to “This is
 the way” song.
Today we’re going to
talk about your daily
routine. What do you
do every day?
Middle REVISION Pupils
30 min Using vocabulary play
flashcards, Teacher memory
models the game to
vocabulary and have solidify
students repeat. the
Teacher introduces vocabular
the daily routines y.
from the flashcards
and drills correct
pronunciation of each
daily routine.
Teacher puts each
flashcard on the
blackboard and
continues to review
everything on the
board and then add a
new daily routine
until everything has
been introduced and
drilled.
Teacher points at the Pupils
cards and students follow the
call out the instruction
vocabulary. s
I brush my teeth.
I say ‘Goodbye’
I come home.
I wash my face.
I have breakfast.
I go to school.
I go to bed.
APPLICATION Pupils
Teacher gives out the draw the
worksheet with the daily
table (give them a routines
very limited amount below the
of time to do this). expression
SPEAKING s
Teacher: We speak a
lot today about all Pupils talk
kinds of activities, about
and now I want you daily
to speak about your routine
working day, what
you do. Please, let`s
begin. Now, tell us
what you do every
day.
P 1: First I get up.
 Then I wash my face,
brush my teeth. After
that I have breakfast.
Then I brush my hair.
I say ‘Goodbye’ and Follow up
go to school. with a
WRITING crossword
Some crossword for
makers have pictures spelling or
so you don't need to even short
use written writing
descriptions, but practice
certain could.
End REFLECTION
5 min How do you feel Pupils
now? follow the
Are you OK ? instruction
Now, Boys and Girls s
come up to the
blackboard and put a
tick.

THE LESSON IS
OVER.GOOD BYE.
Бекітемін:

LESSON 37: Unit 5 Travel School – lyceum №7

Where is it?
Date: Teacher name: Kuanyshova N.
Grade: 1 Number present: absent:
Learning objectives 1.S3 pronounce basic words and expressions intelligibly
recognise with support simple greetings
1.L3 recognise the spoken form of a limited range of basic and everyday classroom
words
UE14use basic prepositions of location and position in next to on to describe where
people and things are
Lesson objectives All learners will be able to:
Recognize the prepositions of place
Most learners will be able to:
Ask question: where is the..? & understand the question
Some learners will be able to:
use basic prepositions of location and position in next to on to to describe where
people and things are

Previous learning Everyday routines

Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Beginning Warm up: A ball
5 min Stand in a circle. Pupils
Greet each other. Introduce your neighbor: follow the
he\she is…. instructions
Ask & answer the questions: What is your
name? How old are you? How are you?
Revise the days of the week. com/watch?v=eAl30
Teacher then says e.g. Today is Sunday? Pupils sing DrBuOA& feature =
Learners give answer: Yes\No. a song. youtu.be
Middle Teacher demonstrates and drills basic Pupils PPT
30 min prepositions of place: in, on, under, next listen,
to, in front of, behind using visuals at repeat &
board. perform
Teacher demonstrates what learners have gestures pictures
 to do with a model sentence. Teacher then
reads out each sentence. e.g. the cat is on
the box repeating each sentence twice and
learners agree or disagree. In feedback
Teacher encourages learners to answer
Yes, it is /No it isn`t.
Teacher shows visuals and asks learners www.youtube.com
about where things are e.g. Where is the / watch?v=
pen? The pen is on the table. Pupils sing poO40B4fPzg
In pairs learners put their books on or a song In,
under the desk & ask ”Where is the on, under
book?”
Teacher demonstrates and drills basic
prepositions of place: in, on, under, next
to, in front of, behind using visuals at
board.
Teacher projects images which learners
have to scan to identify a detail and
answer Teacher’s question e.g. Where’s
the cat? Learners shout out e.g. Under the Pupils
table. answer Worksheet
Where is the cat?

(I) Learners given worksheet and draw the

correct option to Teacher’s descriptions.
e.g. The ball is under a chair.

Teacher nominates one learner per group

for each round and gives Total Physical
Response instructions for learners who
start on chairs in front of the class to Pupils draw
follow e.g. Stand behind your chair and information
put your pen on your chair. First learner in their
completes each round’s instructions, wins picture
a point for his/her team. according
to the
Learners are given a picture [picture A information
and picture B]. they are
given.
5 min FEEDBACK
What prepositions did you remember?
Which prepositions were the most
difficult?
Sing a goodbye song.
THE LESSON IS OVER.
GOOD BYE.
LESSON 47: Unit 6 Traditions and School:
folklore

Story time
Date: Teacher name:
Grade: 1 Number present: absent:
Learning 1.R3 recognise some very high frequency words from local
objectives that environment
this lesson is 1.L1 recognise short basic instructions for a limited range of
contributing to classroom routines spoken slowly and distinctly
1.S3 pronounce basic words and expressions intelligibly
1.W2 form some lower case letters of regular size and shape
Lesson objectives Learners will be able to:
Understand and follow teacher’s instructions
Recognize familiar words
Pronounce words on the topic intelligibly
Previous learning Hats and masks

Plan
Planned Planned activities Learners’ Evaluatio Resource
timings activities n s
Beginnin ORGANIZATIONAL MOMENT
g Teacher greets students; Pupils greet
10 min students respond to greeting teacher
and take their places.
Warming up Posters on
Teacher revises the days of the the walls
week and asks pupils “What day
is it today? What day was
yesterday? What day will be Each pupil
tomorrow?” describes
Teacher asks pupils about the his/her mood
weather – “What is the weather saying “I
like today?” am...”
 Teacher nominates pupils to
answer “How are you?”
question.
Middle STORY TIME Pupils PPP
25 min Introduce pupils the word “story” introduce
and check if they understand its with the new Handouts
meaning, if the word is new for words
the majority of pupils ask them
to write it down into their
copybooks with transcription and
translation.
Inform pupils about the topic of
the lesson “Story time” and
introduce the name of the story
– “Hansel and Gretel”.
Ask pupils if they’ve ever heard
or read this story
Demonstrate a PPP with
flashcards illustrating the story
(witch, fire, hungry, etc.)
Pupils repeat
Read words for pupils and ask the words in
them to repeat the words in order to drill
order to drill pronunciation. pronunciation
.

Pupils try to
learn as
HANSEL AND GRETEL many words
There is a brother and a sister, from the story
Hansel and Gretel. Their father is a
woodcutter. They are very poor.
They have no money and they are
hungry. Their stepmother and
father take them into the forest.
Hansel drops crumbs so they can
find their way home. It gets dark
and Gretel starts to cry.
They cannot find the crumbs
because the birds have eaten
them. They walk through the forest
and see a house. They are hungry
so they eat the walls of the house.
The old woman comes out and
tells them to come in. She is a
 witch. She locks up Hansel and
tells Gretel to do all the work. She
wants to eat Hansel. She gives him
food to make him fat.
One day, she tells Gretel to make
a fire in the oven to cook Hansel.
Gretel says she cannot make the
fire. The witch gets to the oven and
Gretel pushes the witch into the
oven.
Hansel and Gretel find gold in the
witch’s house and they take the
gold home to their mother and
father. They are happy.
End REFLECTION Lesson
5 min Ask pupils to think about a materials
couple of things they have
learned/remembered at the
lesson and share their ideas with
the class (with great teacher
support)

THE LESSON IS OVER.

GOOD BYE.
Бекітемін:

LESSON 38: Unit 5 Travel School – lyceum 7

Рrepositions- on, in, under, next to, in front of, behind
Date: Teacher name: Kuanyshova N.
Grade: 1 Number present: absent:
Learning objectives 1.S3 pronounce basic words and expressions intelligibly
1.L3 recognise with support simple greetings
recognise the spoken form of a limited range of basic and everyday classroom
words
1.UE14 use basic prepositions of location and position in next to on to to
describe where people and things are
1.UE5 use interrogative pronouns which, what, where, how to ask basic
questions
1.UE8 use simple imperative forms [positive] for basic commands or
instructions
Lesson objectives All learners will be able to:
Recognize simple greetings
Recognize Teacher’s instructions
Most learners will be able to:
Listen & draw some information in their picture according to the information
they are given
Some learners will be able to:
Ask Questions “Where’s the ...” without mistakes

Previous learning Where is it?

Plan

Planned Planned activities Learners’ Evaluatio Resource

timings activities n
s
Beginnin Greeting
g Teacher: Good morning, dear boys and girls! Pupils:
Good morning, good morning! Good
10 min
Good morning to you! morning,
Good morning, dear children! good
I am glad to see you! morning!
T: I’m glad to see you, too. How are you? Good
morning to
T: I’m fine too, thank you. Sit down, please. you!
Teacher demonstrates and drills basic prepositions of Good
 place: next to, in front of, behind using visuals at board. morning,
dear
Teacher projects images which learners have to scan to teacher!
identify a detail and answer Teacher’s question e.g. We are
Where’s the …? Learners shout out e.g. Under the …. glad to see
you!
P-s:
We’re
fine,
thanks and
how are
you?

Pupils
answer the
questions

Middle Introducing new material

Teacher nominates one learner per group for each
15mins
round and gives Total Physical Response instructions
for learners who start on chairs in front of the class to
follow e.g. Stand behind your chair and put your pen
on your chair.

Learners are given a picture [picture A and picture B].

Learners ask e.g. Where’s the car? and draw
information in their picture according to the
information they are given. First pupil
completes
each
round’s
instruction
s, wins a
point for
his/her
team.
10mins FORMATIVE ASSESSMENT Worksheet
Draw the ball where you think… s
1.The ball is ON the chair.
2. The ball is IN the box.
3. The ball is UNDER the desk.
End RELAXATION
5min 5 stars - Green planet - I can do this.
4 stars - Yellow planet - I am getting there.
3 stars - Red planet - I need help.
I think you coped with the tasks perfectly.
-Let’s sing a “Good bye” song
THE LESSON IS OVER.GOOD BYE. Pupils put
their
rackets on
one of the
planet.
 Бекітемін:

LESSON 41: Unit 5: School – lyceum 7

Travel

The big red bus

Date: Teacher name: Kuanyshova N.
Grade: 1 Number absent:
present:
Learning 1.L3 recognise with support simple greetings recognise the spoken form of a
objectives limited range of basic and everyday classroom words
1.L5 begin to recognise the sound of phonemes and blends
1.S5 produce words in response to basic prompts
1.S3 pronounce basic words and expressions intelligibly
Lesson All learners will be able to:
objectives Recognize simple greetings
Recognize Teacher’s instructions
Most learners will be able to:
Listen to the songs
Stick the characters on the right place
Some learners will be able to:
Name most words from the story

Previous Рrepositions- on, in, under, next to, in front of, behind
learning
Plan
Planned Planned Learners’ Evaluatio Resources
timings activities activities n

Beginnin Greeting
g Warm up
activity
5 min
Call the Pupils
number: follow the
allow the instruction
children to s
walk, run or
skip around
 the hall. The
teacher calls a
number for
example, four.
The children
must form
groups of four.
Continue the
game calling
different
numbers each
time. Teacher
may ask them
to perform a
balance or to
perform a
stretch after
each whistle

Middle W) Use a big Pupils tell http://www.youtube.com/watch?

30 min book or the story of v=NAF_GjUmY8k
project images the bus
and tell the
story of the
bus. Repeat Pupils
the story. given an
image of
(G) In small the bus and
groups, cut-outs of
learners given key
an image of characters
the bus and
cut-outs of key Learners
characters. colour/add
Check learners detail to
are familiar them.
with all
names.

(W) Share
characters out
among the
group and then
give
instructions to
colour/add
detail to them.
(W) Teacher Pupils
relates an move the http://www.youtube.com/watch?
event from the characters. v=CaDZVbhMyBQ
story and then
asks a
question:
Where’s …
now?

(G) Display
the images of
the bus in a
sequence
along a wall.
Recount a part
of the story
and ask Pupils
learners from listen and
one group sing along
stick the
characters in
the right place.

(W) (f) Retell

the whole Pupils do
story with the Physical
class, training
prompting
with the first
word to elicit
details.

(W) Learners
listen and sing Pupils
along to an follow the
animation of instruction
the song The s
wheels on the
bus..

Physical
training
Hands up!
Hands down! Pupils sing
Hands on hips,

Bend left,
Bent right!
One, two,
three, jump,
One, two,
three, stop,
Sit down!

Listening and
putting objects
 on and
colouring
different parts
of a getting to
school
transport scene
card. Write
number 10 on
the bus.
Colour the
bike blue. Put
the cat in the
car.

Sing a song
“Wheels on
the bus”
End Reflection
5min Teacher gives
her comments
about students
work and
awards
students.
THE LESSON
IS
OVER.GOOD
BYE.

LESSON 49: Unit 6 Traditions and School:

folklore
ABC – Review
Date: Teacher name:
Grade: 1 Number present: absent:
Learning 1.L1 recognise short basic instructions for a limited range of
objectives that this classroom routines spoken slowly and distinctly
lesson is 1.L3 recognise with support common names and names of
contributing to places recognise the spoken form of a limited range of
everyday and classroom words
1.UE14 use basic prepositions of location and position e.g. in,
on, behind to describe where people and things are;
1. S3 pronounce familiar words and expressions intelligibly
1.UE9 use common present simple positive forms, to give and
identify basic personal information.
Assessment Follow teacher’s instructions spoken slowly and distinctly;
criteria Identify prepositions of place and nouns;
Pronounce familiar words and expressions intelligibly;
Use common present simple positive forms, to give and identify
basic personal information.
Duration 40 minutes
Plan
Planned Planned activities Learners’ Evaluatio Resource
timings activities n s
Beginning ORGANIZATION MOMENT
5 min Teacher greets students; Pupils greet
students respond to greeting teacher
and take their places.

Middle Revising the ABС (D, W, G)

30 min Demonstration / Whole-class Worksheets
activity:
- inform students that they are
going to watch the 1st 2 mins of Pupils follow
the video about the ABC and ask the instructions
them to repeat after the speaker

- demonstrate flash cards to

students and ask them to name
letters

Group work: (FA)

- split the class into 2 teams
- take two different sets of ABC
flashcards and mix each of them;
after provide each group with one
set of cards

- set a time limit of 7 mins and

 explain the task - to try and put
mixed letters in the correct order
(from A to Z)

- monitor students’ progress and

assist if necessary

- in 7 minutes ask groups to

present their results

- groups feedback to peers’

presentations, identifying one
good point and one area for
improvement.

- play the song from the

beginning of the lesson again in
order to check if they did
everything correctly as well as
consolidate.

SPEAKING Pupils look at

Look at the pictures and say the pictures
what you can see. and say what
you can see
USE OF ENGLISH
Look at the pictures, listen Pupils look at
and match. the pictures,
During the assessment you listen and
can answer learners’ match.
questions, regarding the
instructions and the
assessment duration. You
should not spell, paraphrase
or provide any information that
could give the learner an
advantage.
End RERLECTION
5 min Teacher gives her comments
about students work and awards
students giving images of
different smiles

Excellent Very well

 Good

THE LESSON IS OVER.

GOOD BYE.

LESSON 40: Unit 5: School:

Travel

The big red bus

Date: Teacher name:
Grade: 1 Number absent:
present:
Learning 1.L3 recognise with support simple greetings recognise the spoken form of a
objectives limited range of basic and everyday classroom words
1.S1 make basic personal statements and simple statements about objects
Lesson Learners will be able to:
objectives recognize simple greetings
sequence the characters in the story
name the characters and bus items in English
Previous Learners were introduced to new vocabulary for bus items in their English
learning subject area class.
Plan

Planne Planned activities Learner Evaluati Resources

d s’ on
timing activitie
Beginn ORGANIZATION Pupils
ing AL MOMENT answer
5 min Good morning? the
Glad to see you. question
How are you? s
What is the day
today?
What the weather
like today?
Middle PRIOR Internet: e-book- The Wheels on the
20 min KNOWLEDGE Pupils school bus by Mary-Alice Moore
 Ask learners if describe
they go by bus the bus
with anyone and
(friend, Mom whether
and Dad). they are
 Encourage them ever
to describe the
 bus and whether squished
they are ever
squished.

INTRODUCE
THE BOOK

Pupils
follow
the
instructi
ons
 Show learners
the cover of the
story and
introduce the
title, the author
and the
illustrator.

 Ask learners if
they think the
book is
real/non-fiction
or
pretend/fiction.
PICTURE WALK Copies of each character in the book
 Take the Pupils Glue
learners on a follow
picture walk scissors
the
through the instructi Worksheets with a blank house
book. ons colors
 Challenge the
learners to look
carefully at the Pupils http://www.youtube.com/watch?v=
pictures. make NAF_GjUmY8k
 Point out to predicti
learners that on ons
each page a new about
person gets into what
the bus. Say the they
English names think
of each item and will
have students happen
repeat to all of
the
READING people
in the
 Read the story
bus.
using story
props (the bus
and all of the
people) to tell
the story.
 Have the
children sit in a
circle and give Pupils
each child a stand in
prop to hold. a circle
 Direct each and sing
learner with a the song
prop to bring his
prop to the
middle of the
circle at the
appropriate
time.
 Make
Predictions-
Have learners

BREAK

Learners stand in a
circle, sing the
 song “The wheels
on the bus” and
move.
10 min ASSESSMENT Song “The wheels on the bus”
Learners will color Pupils http://www.youtube.com/watch?
and cut out each color v=CaDZVbhMyBQ
character from the and cut
story and glue them out each
in the bus in characte
sequential order as r from
the occurred in the the story
story. and glue
them in
PLENARY
the bus
Together, in a
choral response,
learners will name
the characters of
the story in
sequential order.
Recall other bus
items.
End REFLECTION
5 min Teacher gives her
comments about
students work and
awards students.

THE LESSON IS
OVER.GOOD
BYE.
Бекітемін:

LESSON 41: Unit 5 Travel School – lyceum 7

Story time
Date: Teacher name: Kuanyshova N.
Grade: 1 Number present: absent:
Learning objectives 1.L1 recognize short basic instructions for a limited
range of classroom routines spoken slowly and distinctly;
1.L5 recognize the letters;
1.UE5 use these prepositions of place: on, in, under.
Lesson objectives Learners will be able to:
Follow basic classroom instructions spoken slowly and distinctly;
Identify letters;
Draw the ball in the right place.

Previous learning The big red bus

Plan

Planned Planned activities Learners’ Evaluation Resource

activities s
Beginning ORGANISATION MOMENT: Pupils listen
(BT: apply)
5 min
Song: «HELLO, HELLO».
T: – Hello, my dear friends!
Today we are going to speak Song:
about the world around us. And «hello,
of course, it will be a very hello».
interesting and magic lesson.
We’ll move from one world to
the other. What worlds will we
visit?
Middle REVISION Pupils count
Count and draw the
20 minutes
Pair work
balls.
Painting
Teacher: Colour in and
describe the pictures which you
hear and see in the song.

Teacher: Now we are going to

practice to say colours.
Repeat after me first:
The apple is red. The tree is Pupils listen
green. and answer
The ball is blue. The lemon is
yellow.
The hat is black.
 Say in English (transport)
Teacher shows the pictures or
PPT of different means of
transport and ask their
translation: Pupils name
bus, car, bike, tram, train the transport

Prepositions of place
Teacher projects images which
learners have to scan to
identify a detail and answer
Teacher’s question e.g.
Where’s the cat? Learners Pupils answer
shout out e.g. Under the table. the questions
Where is the cat?

15 minutes SUMMATIVE ASSESSMENT Pupils listen to Worksheets

LISTENING the teacher
Task 1. Listen to the teacher
and follow
and put the number
in the boxes. instructions.

Task 2. Listen to the teacher

and circle the correct picture.
Pupils listen to
USE OF ENGLISH
the teacher
Task 4. Listen to the teacher
and draw the ball in the right and circle the
place correct picture

End FEEDBACK Pupils choose

There smiley faces are on the one smiles
5 min
board. (happy and sad) T.
and put on
suggests choosing any smiley
face. Ss will choose one and their desks.
put on their desks.

THE LESSON IS OVER.GOOD

BYE.