English аѓылшын тiлi английский

4.2.4.1 respond to questions on an increasing range of general and some curricular topics;

4.4.1.1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics;

4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal information;

4.5.5.1 use interrogative pronouns who, what and where, how many, how much, how often, how big, what kind of to ask questions on growing range of familiar topics

4.5.5.1

Ask two pupils to come to the front of the classroom and act out the dialogue from the previous lesson (ex 14). Repeat with as many pairs as you feel necessary.

4.1.4.1

4.4.1.1

4.5.5.1

4.1.4.1

4.2.4.1
4.4.1.1

(Activities to present and activate the new language)

2 A 3 B 4 E 5 G 6 J 7 I 8 D 9 C 10 F

Explain the activity. The pupils listen and complete the activity. Ask pupils to tell you what sport each person play well. Ask the rest of the class for verification.

2 cycling 3 rugby 4 gymnastics

A: Kelly, what sport do you do well?

Kelly: I play water polo really well.

A: Water polo?

Kelly: Yes.

A: What about you, Sam?

Sam: Well, I like cycling and cycle really well!

A: I cycle well, too!

A: Jenny, what sport do you do well? I know your brother plays handball well. Do you play handball well, too?

Jenny: No, I don’t, but I play rugby well.

A: That’s a nice sport, too!

A: Bob? What about you?

Bob: Well, I like a lot of sports, but I do gymnastics well.

A: Gymnastics? Wow! That’s a difficult sport!

(Activities to present and practice adverbs of manner.)

Pupil’s book closed. Say and write on the board: He runs quickly. Underline the word in bold. Explain to the pupils that adverbs of manner tell us how someone does something. (How does he run? Quickly).

Write on the board quick-ly. Explain to the pupils that we usually form adverbs by adding –ly at the end of an adjective. Write on the board the words beautiful, bad and slow and ask the pupils to form the adverbs (beautiful - beautifully, bad – badly, slow - slowly). Then write on the word easy – easily and explain the spelling rule.

Pupil’s book open. Go through the Study spot section briefly and draw the pupil’s attention to the two irregular adverbs (good – well, fast - fast).

19 Choose and complete the sentences.

Read the instructions and the example and explain the activity. Go through the phrases and the sentences and elicit any unknown words. Allow the pupils some time to complete the activity. Check their answers.

2 very fast 3 his meal slowly 4 English well

5 his teacher’s questions quickly 6 new sports easily

20 Talk with your friend

Read aloud the adjectives, one at a time, and ask the pupils to say the correct adverb (e.g. good - well). Refer the pupils to the picture and the dialogue. First, read aloud the dialogue and then act out the similar dialogue with one of the pupils. Ask the pupils to act out, in pairs, similar dialogues about themselves. Go around the classroom and provide necessary help. Ask some pairs to come to the front of the classroom and act out the dialogue.

Explain the activity. Divide the class into two teams, A and B. Write the letters R,F,G,H,S,A and B on the board. Each team takes turns to say a sport beginning with one of the letters. If one of the team can’t answer, the other team gets an extra turn. Each correct answer gets a point.

R – rugby, rowing

F – fencing, football

G – golf, gymnastics

H – handball, hockey

S – swimming, sailing

A – archery, athletics

B – basketball, boxing

4.1.4.1

Ask a pupil to mime playing one of the sports from ex. 17. The first pupil to guess which sport it is comes to the front and mimes another sport. Repeat as many times as you feel necessary.

ACTIVITY BOOK (Optional)

If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class.

What changes did I make from my plan and why?

4.2.5.1 pronounce an increasing range of words, short phrases and simple sentences intelligibly;

4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics;

4.5.12.1 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often, begin to use simple adverbs of manner example given well, badly, use common -ly manner adverbs to describe actions example given slowly, quickly

recognise basic opinions in short, simple texts; use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often,

begin to use simple adverbs of manner example given well, badly,

4.1.8.1

Ask pairs of pupils to come to the front of the classroom and act out the dialogue from the previous lesson (Ex. 20). Repeat with as many pairs as you fill answers.

4.5.12.1

4.1.8.1

4.3.3.1

Explain the activity. The pupils read the email and underline the correct answer. Allow them some time to complete the activity. Play the CD. The pupils listen and check their answer.

2 free 4 event 6 make

3 starts 5 because

Then individual pupils read out the text

Explain the activity and read the example aloud. Explain that the sentences are clues to find the correct answer. Allow the pupils some time to complete the activity. Check their answers.

2 B 3 B 4 B 5 A

The pupils, in pairs or in groups, talk about different sports and what they would like to go and see live. For homework, tell the pupils to write an email in Ex. 22 as a model. Then help them file their writing activities in their Language Portfolios.

Hi Berik,

How are things? Are you free on Saturday evening? I’ve got free tickets for the Junior Ice Hockey game. Would you like to come?

The game starts at 6 o’clock. Dad and I can pick you up at five. We can get some autographs from the players after the game. I hope you can come because I know soon. Hope you can make it

Take care,

Sultan
24 Let’s sing!

Point to the picture and ask the pupils to describe it. Play the CD. The pupils listen and follow along in their books.

Extension activity (optional)

1. Divide the class into groups and assign a verse to each group. Ask each group to sign their corresponding verse and mime the actions.

2. Ask the pupils, in pairs, to come up with a title for the song.

(See the Introduction for further ideas on how to exploit the songs.)

25 Over to you: Talk with your friend.

Explain the task and read the prompts and speech bubbles aloud. Explain/Elicit any unknown words. In pairs, the pupils use the prompts and make dialogues about the hobbies in the list. Go around the classroom providing help where necessary. Ask some pairs to report back to the class.

A: Would you like to try jewellery making?

B: I’m not sure.

A: Would you like to try camping?

B: I’d love to!

(Track 11 CD1)

Ask the pupils to look at the picture in Ex. 24 again. Tell them to create a poster about their favourite activities/hobbies and present it to the class.

As on alternative ask them to do it at home and bring it in the next lesson.

ACTIVITY BOOK(Optional)

If you with you can assing some or all of the corresponding activities from the activities from the the Activity Book for homework. If this is the case, make sure you explain them first in class.

What changes did I make from my plan and why?

4.1.8.1 understand short, supported narratives on an increasing range of general and some curricular topics;

4.2.8.1 express basic likes and dislikes, recount short, basic stories and events on a limited range of general and some curricular topics;

4.5.3.1 use adjectives, including possessive adjectives, on a growing range of general and some curricular topics to describe things, use simple one-syllable and some two-

syllable adjectives [comparative and superlative] to make comparisons;

4.5.12.1 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often, begin to use simple adverbs of manner example given well, badly, use common -ly manner adverbs to describe actions example given slowly, quickly

understand short, supported narratives on an increasing range of general and some curricular topics;

4.5.3.1 use adjectives, including possessive adjectives, on a growing range of general and some curricular topics to describe things, use simple one-syllable and some two-

syllable adjectives;

syllable adjectives [comparative and superlative] to make comparisons;

Play the song from the previous lesson. The pupils sing along.

Ask some pupils to present their portfolio activities from the previous lesson.

(An activity to introduce the theme of the lesson)

Ask the pupils to tell you, in L1 if necessary, if they know what a fable is. Explain that fables are stories that teach us values. Ask the pupils if they know any fables from Kazakhstan. Explain to the pupils that today they will read 2 fables by Aesop. Read aloud the title of the first story and refer pupils to the picture. Have a brief discussion, in L1 if necessary, about what the pupils think the story is about.

4.1.3.1

4.5.3.1

Explain the activity. Allow the pupils some time to read and underline the correct answer. Play the CD. The pupils listen and check their answers.

2. usually 6. politely

3. secretly 7.never

4. quickly 8.sometimes

5. loudly

Then individual pupils read out the text.

Extension activity

Have a discussion, in L1 if necessary, about the moral of the story. Explain to the pupils that money has no value unless we make use of it.

Read aloud the title of the story and refer pupils to the picture. Ask them to guess who they think wins the race. Play the CD. The pupils listen and follow in their books.

Ask the pupils if their guess was correct.

Refer the pupils to the question and elicit answers. Explain to the pupils that “slow and steady wins the race”.

If we want to succeed, we need to be patient and to keep on trying.

Then individual pupils read out the text.

(Track 13 CD1)

4.5.3.1

• For weaker classes: Assign roles to some of the pupils. One pupil reads the first story while the other ones act it out. Assign roles to other pupils and do the same with the second story. If you want, you can change the ending of the story.

• For stronger classes: Write on the board questions based on the story and ask the pupils to answer them ( e.g. who is Argus? A rich man. Where does he put his gold? A man. etc). Then, based on the question and the answers, ask pupils to give you a summary of the answers, ask pupils to give you a summary of the story orally.

ACTIVITY BOOK (Optional)

If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class.

What changes did I make from my plan and why?

4.1.8.1 understand short, supported narratives on an increasing range of general and some curricular topics;

4.2.8.1 express basic likes and dislikes, recount short, basic stories and events on a limited range of general and some curricular topics;

4.5.3.1 use adjectives, including possessive adjectives, on a growing range of general and some curricular topics to describe things, use simple one-syllable and some two- syllable adjectives [comparative and superlative] to make comparisons;

4.5.12.1 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often, begin to use simple adverbs of manner example given well, badly, use common -ly manner adverbs to describe actions example given slowly, quickly

4.1.3.1

Explain that fables are stories that teach us values. Ask the pupils if they know any fables from Kazakhstan. Explain to the pupils that today they will read the fables from Kazakhstan. Read aloud the title of the first story and refer pupils to the picture. Have a brief discussion, in L1 if necessary, about what the pupils think the story is about.

Ask some pupils to present their portfolio fables from Kazakhstan.

4.1.8.1

4.5.3.1
4.2.8.1

Teller: There is a country

Up in the mountains, but not far away, three little brothers play every day. But every time, during a game they argue and fight- it`s always the same.

David, the middle one, shouts all day: «Not fair! Not fair! Stop it, I say!»

Andrew, the little one, always complains. He never stops spoiling their games.

Three little brothers and always the same. They can`t play games. It`s such a shame!

When the boys fight, their dad feels sad.

Don`t do that, my boys. Fighting is bad!

The boys stop for a day- they all love their dad. They promise to stop and not make him sad.

But the next day again they all start to fight. They argue and shout from morning till night.

The days go by and it`s always the same-shouting and fighting, crying and pain. So one day their dad calls them to see what he has got from a big old tree.

My boys, come here! There`s something to learn from this bundle of sticks that we usually burn.

Oh Dad, let us be!

We just want to play!

We don`t want to look at those sticks all day!

All right, sons! Listen! I want you to try to snap this thick bundle. Come on now! Just try!

All right Dad, watch me! I can do that! But what can we learn from something like that?

Oh Dad, that`s so easy! I`ll snap them in two!

And I am the little one, but I `ll do it for you!

The three brothers take turns to snap the thick bundle, but nobody can and they start to grumble.

Their dad takes the bundle and unties the sticks, to teach them a lesson about fights and kicks.

He gives a short stick to each naughty son and asks them to snap each single one.

Look, Daddy! It’s easy!

Look, Daddy! It’s done!

They’re easy to snap when there’s just one!

You see now, my boys? These sticks are like you. Together you are strong whatever you do! But when you fight, you are not strong. You are better as three and weaker as one.

Now we  understand!

It`s not good to fight.

We`ll always be friends and do what is right!

Teacher: You guys watched the fable "Father and Sons." Did you like it? Does it happen in your life that you quarrel and fight with your brothers and sisters? And you know that you are upsetting and forcing your closest people to experience: your parents? And you know, when you fight and offend others, you show your weakness, and a weak person is easy to defeat? When you are friends in class, school, on the street, nothing bad will happen to you if you are one inseparable whole. Friendship and love for parents - this is what you should cherish and be proud of.

4.2.8.1

Read the instructions and explain the activity. If you wish, you can assign this for homework.

The pupils present their projects to the class. Display their work in the classroom.

Suggested answer key

What changes did I make from my plan and why?

4.5.12.1 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often, begin to use simple adverbs of manner example given

well, badly, use common -ly manner adverbs to describe actions example given slowly, quickly

Ask the pupils to present their drawings from the previous lesson.

4.2.5.1

4.5.12.1

Ask the pupils to look at the pictures. Have a picture discussion.

e.g. Teacher: (Pointing to the cyclist) Look at this woman. Where is she from?

Pupil: She’s from the UK.

Teacher: What is she doing?

Pupil: She’s cycling. etc.

Read the instructions and the example and explain the activity. Go through the texts and elicit any unknown words. The pupils read the texts silently and complete the activity. Play the CD. The pupils listen and check their answers.

Answer key

2 gold 3 quickly 4 fencer 5 medal 6 great 7 skates 8 free time 9 taking

30 Read and answer.

Explain the activity and allow the pupils some time to complete it. Ask the pupils to tell you the answers and ask them where they found them in the texts.

1 Laura Kenny 2 Denis Ten 3 Yana Egorian

Ask the pupils to think of their favorite Olympic athlete from their country and write a small paragraph about him/her using the texts in Ex.29 as an example. They can draw or look for pictures on the internet and attach them. Alternatively, assign the project for homework. The pupils then present their projects to the class. Display their work in the classroom.

This is Alexander Vinokurov. He is a famous cyclist from Kazakhstan. Alexander has one medal from the Sydney Olympic in 2000 and one medal from the London Olympic in 2012. What a great cyclist!

1 look and writ.

The pupils look at the pictures and complete the missing words.

Answer key

1 archery

2 fencing

3 water polo

2 Read and choose. Then complete the table.

The pupils read the sentences and choose the correct word.

1 juggle 4 plays

2 goes 5 does

3 has

The pupils read the sentences and complete them

with the verbs in the correct form.

Answer key

1 do the tickets cost 2 don’t watch

3 does he play 4 doesn’t like

5 does Dana wear

The pupils read the sentences and underline the

Correct word/phrase.

Answer key

1 Quickly 4 beautifully

2 always go 5 sometimes watch

3 well

(Track 14 CD1)

12-13 in the Activity Book.

What changes did I make from my plan and why?

4.2.2.1 ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics;

4.4.7.1 spell most familiar high-frequency words accurately when writing independently;

4.5.15.1 use would you like to to invite and use appropriate responses yes please, no thanks, use let’s + verb, verbs go enjoy like + verb + ing, begin use infinitive of purpose to describe simple actions and verbs want, start + infinitive, use declarative what [a/an] + adjective + noun to show feelings

• 
  Structures: -ing form; to-infinitive (to express purpose) what a + adjective + noun.
  
• 
  Language in use: I enjoy reading fairy tales. My favorite fairy tale is Cinderella. I read fairy tales to have a good time. Would you like to read Goldilocks and the Three Bears? Yes, Id love to./ No, not really. Lets read Aldar Kosse’s Coat.
  

• 
  Traditional stories: value, myth, legend, traditional story, fairy tale, have a good time, right, wrong, visit, fantasy world.
  

4.1.4.1

PRESENTATION AND PRACTICE

(Activities to present and activate the new language)

4.2.2.1

4.1.4.1

Pupil’s book open. Ask to pupils to look at the picture on p.18 and have a picture discussion. Elicit the name of the fairy tale (Snow white and the 7 Dwarfs). Then ask the pupils: Do you enjoy reading fairy tales? What is your favourite fairy tale? Elicit answers from individual pupils.

Suggested answer key

I enjoy reading fairy tales. My favourite fairy tale is Cinderella.

Read the instructions and explain the activity. Go through the activity and elicit any unknown words. Allow the pupils some time to read and complete the activity. Elicit answers from individual pupils.

I read fairy tales to visit a fantasy world.

Refer the pupils to the covers of the two books and read aloud the titles. Ask the pupils if they have read these fairy tales and initiate a discussion, in L1 if necessary, about what happens in each story. Then, read aloud the two sentences and ask the pupils to choose which fairy tale these sentences are taken from.

4.5.15.1

Ask the pupils to draw a picture of their favourite fairy tale. Allow the pupils some time to draw their pictures. Ask individual pupils to come to the front of the classroom and present their picture to the class.

Suggested answer key

My favourite fairy tale is Little Red Riding Hood.

If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class.

4.2.2.1 ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics;

4.4.7.1 spell most familiar high-frequency words accurately when writing independently;

4.5.15.1 use would you like to to invite and use appropriate responses yes please, no thanks, use let’s + verb, verbs go enjoy like + verb + ing, begin use infinitive of purpose to describe simple actions and verbs want, start + infinitive, use declarative what [a/an] + adjective + noun to show feelings

• 
  Structures: -ing form; to-infinitive (to express purpose) what a + adjective + noun.
  
• 
  Language in use: I enjoy reading fairy tales. My favorite fairy tale is…
  

• 
  Traditional stories: shiny gold, mirror, prettiest, dwarf
  

4.1.4.1

-Why children like fairy tales?

-Do you like reading the fairy tales?

-What kind of fairy tales did you read?

- Could you retell one of them?

PRESENTATION AND PRACTICE

(Activities to present and activate the new language)

4.5.15.1

4.1.4.1

4.5.15.1
4.4.7.1

You can play the game on the knowledge of fairy tales. On the table lay out pictures from different tales. Children need to choose a fairy tale and tell all that they can. The one who tells more of the sentences wins.

Refer the pupils to the covers of the four books and read aloud the titles. Ask the pupils if they have read these fairy tales and elicit, in L1 if necessary, what they know about these stories. Read the instructions and explain the activity. Play CD. The pupils listen and complete the activity. Check their answers.

1 – Oh! A shiny gold jacket and a shiny gold watch! I can have them all!

2 – This chair is too big. This chair is big, too! This chair is just right!

3 – Mirror, mirror on the wall, who’s the prettiest of them all?

4 – Please take my coat, my horse and my gold, too!

5 Talk with your friend.

Read the dialogue aloud and then act out a similar dialogue with one of the pupils. Ask the pupils to act out, in pairs, similar dialogues. Go around the classroom providing any necessary help. Ask some pairs to come to the front of the classroom and act out the dialogue.

A: Would you like to read Cinderella?

B: Yes, I’d love to!

A: Would you like to read Snow White and the 7 Dwarfs?

B: No, not really! Let’s read The Magpie and the Fox.

(Track 15 CD 1)

End

4.4.7.1

Ask the pupils to draw a picture of their favourite fairy tale. Allow the pupils some time to draw their pictures. Ask individual pupils to come to the front of the classroom and present their picture to the class.

Suggested answer key

My favourite fairy tale is Little Red Riding Hood.

If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class.

4.2.3.1 give short, basic description of people and objects, begin to describe past experiences on an increasing range of general and some curricular topics;

4.2.4.1 respond to questions on an increasing range of general and some curricular topics;

4.4.1.1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics;

4.5.3.1 use adjectives, including possessive adjectives, on a growing range of general and some curricular topics to describe things, use simple one-syllable and some two-syllable adjectives [comparative and superlative] to make comparisons;

4.5.7.1 use personal subject and object pronouns, including indirect object pronouns and use possessive pronouns mine, yours to give personal information and

describe actions and events

4.1.8.1

Ask two pupils to come to the front of the classroom and act out the dialogue from the previous lesson (Ex.5). Repeat the activity with other pupils.

4.1.8.1

4.1.8.1

4.2.3.1

4.2.3.1

4.5.7.1

Pupils’ books closed. Put the flashcards up on the board. Point to them, one at a time, and say the corresponding words. The pupils repeat chorally and/or individually. Point to the flashcards in random order. Ask individual pupils to name them.

Pupils’ books open. Play the CD. The pupils listen, point and repeat. If you wish, play the CD again pausing after each word. The pupils repeat, chorally and/or individually.

7 Look, read and write yes or no.

Explain the activity and read the example aloud. The pupils look at the picture and read the sentences. Allow the pupils some time to complete the activity. Check their answers.

2 yes 3 no 4 no 5 yes 6 yes

(Activities to present and practise the past simple.)

2 lived 3 wore 4 made 5 watched 6 wrote

A 1, 2, 3, 4, 6

B 1, 2, 5

9 Read and circle. Then listen and check.

Explain the activity. Read the example out loud. Allow the pupils some time to complete the activity. Play the CD. The pupils listen and check their answers.

2 played 3 didn’t go 4 paid 5 drank

The Aztecs were very interesting people, but actually, they didn’t call themselves the Mexica. They were very fit and played a lot of sports. Boys and girls went to school but they didn’t go to the same school. They went to different schools. To the Aztecs cocoa beans were very important. They even paid for things with cocoa beans. And did you know that they drank chocolate to make them strong and healthy?

(Track 16 CD1)

4.2.3.1

Ask the pupils to imagine they lived a long time ago in one of the time periods from the lesson. Have a class discussion about what it was like, where they lived, what they wore, etc.

If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class.

What changes did I make from my plan and why?

4.2.3.1 give short, basic description of people and objects, begin to describe past experiences on an increasing range of general and some curricular topics;

4.2.4.1 respond to questions on an increasing range of general and some curricular topics;

4.4.1.1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics;

4.5.3.1 use adjectives, including possessive adjectives, on a growing range of general and some curricular topics to describe things, use simple one-syllable and some two-syllable adjectives [comparative and superlative] to make comparisons;

4.5.7.1 use personal subject and object pronouns, including indirect object pronouns and use possessive pronouns mine, yours to give personal information and

describe actions and events

Read the dialogue and understand it.

Read the dialogue and understand it. Make a new dialogue with support.

Read the dialogue and understand it. Make a new dialogue without support.

4.1.8.1

4.2.3.1

4.2.3.1

4.1.8.1

4.1.8.1

(Activities to present and activate the new language.)

Go through the pictures of the story and set the scene by asking the pupils questions about what they can see in the pictures.

e.g. Teacher: (painting to picture 1). Where are the children?

Class: They are on a Viking day school trip.

Teacher: (pointing to Lilly in picture 3) What is Lilly looking at?

Class: A loom. etc

Play the CD. The pupils listen and follow the story in their books.

11 Read the story and answer the questions.

Explain the activity. The pupils read the story again and answer the questions. Allow them some time to complete the activity. They write down their answers to their copy-books. Check their answer.

1 One room

2 In a wooden bucket or in the nearest river.

3 Children grew vegetables, collected water, rowed boats and made clothes.

4 A goat

12 Thinking: You were on a Viking Day school trip. What did you like most? Tell the class.
Explain the activity. Tell the pupils to use the information from the story to talk about what they enjoyed and why.

Suggested answer key

I liked seeing how to male clothes on a loom and how to grow vegetables and make soup!

Assign roles to the pupils. Allow them enough time to rehearse their roles in groups. Encourage them to come to the front and act out the story. Alternatively, to act out in pairs.

Refer the pupils to the pictures and the dialogue. Play the CD. the pupils listen and follow along. Pause the CD for the pupils to repeat, chorally and/or individually. The pupils, in pairs, act out similar dialogues. Go around the classroom and provide any necessary help. Have some pairs come to the front and act out their dialogues. If you wish, write the following on the board so the pupils can refer to it while they are completing the activity.

A: Hi, … . What did you do yesterday?

B: I went on a … school trip.

A: Really? How was it?

B: It was fantastic! Did you know that…

A: Really? I didn`t know that.

B: Yes, and …

Damir: HI, Ulan, how was your day yesterday?

Ulan: I went on an Ancient Romans day school trip.

Damir: Really? How was it?

Ulan? It was the most fantastic! Did you know that the ancient Romans went to amphitheatres to watch people fight with wild animals?

Damir: Really? I didn`t know that.

Ulan: Yes, and young boys learnt how to fight, swim in cold water and ride a horse!

Damir: Sounds like you liked it a lot!

Ulan: Oh, yes. It was the most amazing events!

15 Listen, point and repeat.
Refer the pupils to the pictures. Point to the goose and say: /u/ - goose. The pupils repeat, chorally and/or individually. Check their pronunciation. Repeat the procedure for broom. Point to the hood and say: /u/ - hood. The pupils repeat, chorally and/or individually. Check their pronunciation. Repeat the procedure for bull. Play the CD. The pupils listen, point and repeat. Then point to the pictures at random and elicit the sounds and the words.

Extension activity (Optional)

Write the following words on the board: goal, good, come, love, moose, luck, look, full, sole, room, stood

Ask individual pupils to come to the board, read out the words and circle the ones with the /u:/ and /u/ sounds.

Answer key

Good, moose, look, full, room, stood.

Refer the pupils to the pictures. Elicit goose, hood, bull and broom. Draw the pupils` attention again to the /u:/ and /u/ sounds. Allow the pupils some time to complete the missing letters. Play the CD for the pupils to listen and check their answer.

The goose with the hood flew with the bull on a broom. Ask individual pupils to read out the sentence. Check their pronunciation and intonation.

(Track 18 CD1)

(Track 19 CD1)

(Track 20 CD1)

(Track 21 CD1)

4.1.8.1

Write the following on the board:

Six Years Old

Short/long hair drive a car

Ride a bike walk to school alone

Have a computer play football

Play board games grow vegetables

Ask individual pupils to pick a prompt and tell you what they did or didn`t do when they were six years old.

If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class.

What changes did I make from my plan and why?

4.3.5.1 understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues;

4.4.2.1 begin to use joined-up handwriting in a limited range of written work;

4.5.3.1 use adjectives, including possessive adjectives, on a growing range of general and some curricular topics to describe things, use simple one-syllable and some two- syllable adjectives [comparative and superlative] to make comparisons

Ask pairs of pupils to come to the front of the classroom and act out the dialogue from the previous lesson (Ex. 14). Repeat with as many pairs as you feel necessary.

4.3.5.1

4.5.15.1

4.4.2.1

4.3.5.1
4.5.1.1

(Activities to present and activate the new language.)

People and Places

FFLASHCARDS (9-15)

Pupils’ books closed. Put the flashcards up on the board. Point to them, one at time, and name them. The pupils repeat, chorally and/or individually. Repeat the procedure with the remaining flashcards. Then point to the flashcards in random order. Ask individual pupils to name them.

Mime an action associated with one of the places, e/g/ reading a book. Ask the pupil the name the place, e.g. library.

Pupils’ books open. Play the CD. The pupils listen, point to the words and repeat. If you wish, play the CD again pausing after each word. The pupils repeat, chorally and/or individually. Then allow the pupils some time to complete the activity. Check their answers.

Answer key

2 d 3 b 4 f 5 a 6 g 7 c

Explain the activity and read the example aloud. Explain that the sentences are clues to find the correct answer. Allow the pupils some time to complete the activity. Check their answers.

2 At the liberty

3 At the shopping Centre

4 At the funfair.

5 At the Café

6 At the theatre

(Activities to present and practice –ing form and to - infinitive)

Then, write on the board: I want to go to the library to borrow a book. Underline the words in bold. Ask the pupils: Why do I want to go to the library? To borrow a book. Explain to the pupils, in Ll if necessary, that we use the infinitive to show purpose.

Read the instructions and the example and explain the activity. Go through the sentences and elicit/explain any unknown words. Allow the pupils some time to complete the activity. Check their answers.

2 listening 4 to feel 6 to read

3 to visit 5 juggling

20 Complete the sentences in a way that it true about yourself.

Explain the activity. Allow the pupils some time to complete it. Check their answers.

1. play video games.

2. learn how to play rugby.

3. go to the funfair on Sunday.

4. reading stories.

5. playing leap frog.

6. doing jigsaw puzzles.
21 Match to make Grandma’s questions

Draw the pupils’ attention to the pictures and elicit the names of the places (1-market,2-supermarket,3- library,4-theatre,5-post office). Read the instructions and explain the activity. Ask the pupils: Where can you go to buy some fruit? Elicit: At the market. Ask the pupils to match picture 1 with the correct phrase. Allow the pupils some time to complete the activity. Check their answers by asking questions (Where can you go to…).

1 buy some fruit 2 get some milk

3 take back some books 4 buy three tickets

5 post some letters

Refer the pupils to the question and read it aloud. If necessary, provide the pupils with another example. Ask the pupils to make questions as in the example.

Answer key

Can you go to the supermarket to get some milk?

Can you go to the library to take back some books?

Can you go to the theatre to buy three tickets?

Can you go to the post office to post some letters?

(Track 22 CD1)

4.5.1.1

Ask a pupil to come to the front of the classroom. Ask him/her to choose a place from Ex. 17 & 21 without letting the rest of the class know which one. The pupil decides whether he/she likes/doesn’t like going to the place and mimes the action accordingly. The rest of the class tries to guess where he/she likes/doesn’t like going

e.g. Pupil 1: (mimes watching something in a

enjoyable way )

Pupil 2: You like going to the theatre.

Pupil 1: That’s right! ect

If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class.

What changes did I make from my plan and why?

4.5.1.1 use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns, possessive ‘s/s’ to name, describe and label things;

4.5.15.1 use would you like to to invite and use appropriate responses yes please, no thanks, use let’s + verb, verbs go enjoy like + verb + ing, begin use infinitive of purpose to describe simple actions and verbs want, start + infinitive, use declarative what [a/an] + adjective + noun to show feelings;

4.5.16.1 use conjunctions and, or, but, because to link words and phrases

and conjunctions

Language in use: When I was little, I was naughty, but I was cute! My favourite place was the museum.

4.4.7.1

Write the following on the board:

Learn/English

Want, enjoy, love, hate, like

Ask individual pupils to make a sentence with one of the verbs and the correct form of the verb learn.

Repeat the activity with other verbs and prompts.

e.g. I want to learn English.

I enjoy playing chess. etc

4.5.16.1

4.5.15.1

4.5.1.1

(Activities to develop the pupils` reading and writing skills.)

Explain the activity. Point to the pictures and elicit the adjectives naughty and funny. Play the CD. The pupils listen and follow along un their books. The pupils then read the texts silently and complete the activity. Ask the pupils to tell you the sentences where they found the answers. Check their answer.

2 b 3 b 4 a

Then individual pupils read out the texts.

23 Over to you: Read and complete.

Explain the activity. Allow the pupils some time to complete it. Check their answers.

1 pizza 5 superman

2 red 6 the cheetah

3 cars 7 the sports centre

4 T-shirts and jeans 8 Aladdin

PORTFOLIO: Talk with your friends. Then write about what you were like when you were little.

Ask the pupils, in pairs or in groups, to talk about what they were like when they were little. Go around the classroom providing any necessary help. For homework, tell the pupils to use the texts in Ex. 22 as models to write about themselves.

When I was little. I was always naughty, but I was funny! My favourite place was the theatre. I went there with my mum and dad. My favorite food was pizza and my favourite toys were cars. My favourite animal was my pet cat, Mimi.

By Nurzhan

24 Let’s sing!

Point to the song and say: A long, long time ago, before you and before me. The pupils repeat, chorally and/or individually. Follow the same procedure and present the rest of the song. Play the CD. The pupils listen and follow along in their books.

Divide the class into three groups and assign a verse to each group. Play the song again and ask each group to sing their corresponding verse.

Extension activity (Optional)

Before going into class

Prepare photocopies of the song for each group of pupils. Cut the song into strips, one line per strip.

Divide the class into groups and hand out the strips of paper. The pupils put them in the correct order, listen to the song and check their answers.

(See the introduction for further ideas on how to exploit the songs.)

25 Look, read and write yes or no.

Draw the pupils’ attention to the pictures and ask them if they know the buildings. Read aloud the names of the buildings and the facts. Read the instructions and the example and explain the activity. If necessary, provide the pupils with another example. Go through the sentences and elicit any unknown words. Allow the pupils some time to complete the activity. Check their answers.

(Track 24 CD)

4.4.7.1

Give the pupils a time limit (e.g. 3 minutes) and ask them to write down as many words/phrases as they can from the lesson. The pupil that can remember the most items wins.

If you wish, you can assign some or all of the corresponding activities from Activity Book for homework. If this is the case, make sure you explain them first in class.

What changes did I make from my plan and why?

4.2.6.1 take turns when speaking with others in a growing range of short, basic exchanges;

4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics;

4.4.3.1 write with support short sentences which describe people, places and objects;

4.5.12.1 use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often, begin to use simple adverbs of manner example given well, badly, use common -ly manner adverbs to describe actions example given slowly, quickly;

4.5.15.1 use would you like to to invite and use appropriate responses yes please, no thanks, use let’s + verb, verbs go enjoy like + verb + ing, begin use infinitive of purpose to describe simple actions and verbs want, start + infinitive, use declarative what [a/an] + adjective + noun to show feelings

To talk and write about dinosaurs.

Dragon is the largest lizard in the world. What a strange creature! Would you like to

see it?

4.2.4.1

Play the song from the previous lesson. The pupils sing along.

Ask some pupils to present their portfolio activities from the previous lesson

4.3.3.1

4.2.6.1

4.5.12.1
4.4.3.1

(Activities to present and activate the new language.)

POSTER

2 spikes 3 teeth 4 feathers 5 tail 6 claws

Then individual pupils read out the texts.

27 read and complete. Use: and, or, but, because.

Read the instructions and the example and explain the activity. Go through the sentences and elicit\explain any unknown words. Allow the pupils some time to complete the activity. Check their answers.

2 but 3 or/and 4 but 5 because

Read the instruction and explain the activity. Go through the text and elicit/ explain any unknown words. Allow the pupils some time to complete the activity. Check their answers.

2 yellow 3 four 4 tail 5 teeth 6 visit

Brainstorm ideas about dinosaurs and write them on the board. Explain the activity. The pupils use the Internet to find information about another dinosaur and present it to the class. Tell them to use the text in ex.26 as models. Alternatively, assign the project as homework. Then help them file their projects in their Language Portfolios.

Note lf the pupils do not have internet access, ask them to use encyclopedias, newspapers or magazines.

Suggested answer key

Triceratops means `three-horned face. It was nine metres long. It had a big head with three horns – two on its forehead that could grow up to one metre in length, and a shorter one on its nose. Triceratops looked scary but it only ate plants. What a strange creature!

(Track 25 CD1)

4.2.4.1

Ask the pupils to write two things that impressed them about each dinosaur. Ask individual pupils to report back to the class.

Dracorex looked like a dragon! It was about 3 metres tall.

If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class.

What changes did I make from my plan and why?

range of basic personal, general and some curricular topics;

range of basic personal, general and some curricular topics;

4.5.15.1

Ask the pupils to look at the pictures. Have a picture discussion.

e.g. Teacher: (pointing to the Loch Ness Monster)

Look at this creature.

(An activity to revise the language of the previous lesson.)

Ask the pupils to present their from the previous lesson. e.g. Teacher: (pointing to the Loch Ness Monster)

Look at this creature. What is it?

Pupil: It’s the Loch Ness Monster.

Teacher: Where does it live?

Pupil: In the UK. etc

Play the CD. The pupils listen and follow the texts in their book.

Explain the activity. The pupils read the texts again silently and

Complete the activity. Check their answers and ask them where

they found them in the texts.

1 It’s grey.

2 In a lake called Loch Ness in Scotland.

3 It has a big body, a long neck and a small head.

4 Thousands of years ago.

5 It was 1.8 metres tall and over 4 metres long. It had long hair all over its body.

6 From the huge horn that grew on its head.

Extension activity (Optional)

Project: My favourite mythical creature.

Ask the pupils to think of their favourite mythical creature and write a small paragraph about it using the text in ex.30 as models. They can draw or look for pictures on the internet and attach them. Alternatively, assign the project for homework. The pupils then present their project to the class. Display their work in the classroom.

The griffin is one of the most beautiful mythical creatures in history. It has the body, tail and back legs of a lion, and the head and wings of an eagle. Its front legs are also like an eagle’s legs. The griffin was a very strong creature. People believed that griffins protected treasures. What a cool creature!

The pupils match the pictures with the correct words.

B 2 C 5 D 1 E 3 F 4

The pupils look at the pictures and complete the

missing letters to from the words.

Answer key

1 Theatre 4 museum

2 funfair 5 swimming pool

3 café

The pupils read and choose the correct answer.

1 A 2 A 3 B 4 A 5 B

The pupils put the words in the correct order to from question.

1 Did Kairat go on a school trip?

2 How Was it?

3 Where did you go?

4 What did you do?

Extra Check: The pupils are now ready to go pages

22-23 in the Activity Book

Did I stick to timings?

What changes did I make from my plan and why?

Theme: Treasure maps1

4.2.6.1 take turns when speaking with others in a growing range of short, basic exchanges;

4.3.4.1 find with support books, worksheets and other print materials in a class or school library according to classification;

4.5.1.1 use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns, possessive ‘s/s’ to name, describe and label things;

4.5.4.1 use determiners a, an, the, zero article, some, any, this, these, that, those to refer to things on a growing range of general and some curricular topics;

4.5.8.1 use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics

• 
  Structures: plurals; determiners; imperative’ the verb ‘have got’; there is/there are; prepositions of place and direction
  
• 
  Language in use: The house hasn’t got windows. What is it? In this lake, trees come out of the water. What’s the name of the take?
  

4.2.3.1

(Activities to present and activate the new language.)

4.3.4.1

4.2.6.1

Pupils’ books open. Ask the pupils to look at the pictures on p.34 and have a picture discussion. Elicit anything the pupils nay know about them. (e.g. Do you know what a dombra is? Can you play a dombra?). Explain the activity. Go through the sentences and elicit/ explain any unknown words. The

Pupils answer the question orally first, then in writing. Allow the pupils some time to complete the activity. Check their answers.

Answer key

2 Kaindy Lake 3 Apples

4 The Bayterek Monument 5 Sherkala

6 Singing Sand 7 A dombra

8 An eagle

2 Read and answer. Write in your notebook.

Pupils’ books closed. Put your pen it the book, write and say: There’s a pen in the book. Underline the word in bold. The pupils repeat after you. Follow the same procedure and present the rest of the prepositions (out of, in front, up, down, behind, opposite, on, under).

Pupils’ books open. Refer the pupils to the pictures and have a pictures discussion. Ask the pupils if they know what a treasure hunt is and elicit answers. Read aloud the text while the pupils follow it their books. Alternatively, you can ask the pupils to read it aloud. Explain the activity. Go through the questions and elicit/explain any unknown word. Allow the pupils some time to read the text silently and complete the activity. Check their answers.

Answer key

1. Nurlan’s

2 On 29th September 3 11

4 In the park 5 6

6 Behind the tree. 7 In a box opposite the table.

8 His birthday cake.

4.5.4.1

Draw a lake and a mountain on the board. Ask a pupil to come to the board. Say one of the suggested prompts below and ask the pupil to draw an object according to the prompt. If you wish, you can use your own prompts. Repeat the activity with other pupils.

Suggested prompts: a fish in the lake, a fish coming out of the lake, an eagle on the tree, an apple in front of the tree, a pirate behind the tree, etc.

ACTIVITY BOOK (Optional)

If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class.

What changes did I make from my plan and why?

4.2.4.1 respond to questions on an increasing range of general and some curricular topics;

4.4.1.1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics;

4.5.8.1 use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics;

4.5.11.1 use has got/have got there is/are statement, negative, question forms including short and full answers and contractions;

4.5.14.1 use prepositions of location, position and direction, at, in, on, behind, between, in front of, near, next to, opposite, above, up, down, on the right, on the left, use prepositions of time, in, on, at, before, after , use with/without to indicate accompaniment with for instrument and for to indicate recipient

respond to questions

4.5.14.1

Write on the board the prepositions of place from the previous lesson. Explain to the pupils that they have 3 minutes to write as many sentences as they can, using these prepositions. Allow the pupils three minutes to write their sentences. Check their answers. The pupil with the most correct sentences is the winner.

4.1.3.1

(Activities to present and activate the new language.)

Treasure and Numbers 1

FLASHCARDS (20-24)
3 Listen, point and repeat. Then match.

Pupils’ books closed. Put the flashcards up on the board. Point to the numbers, one at a time, and say the corresponding words. The pupils repeat chorally and/or individually. Point to the numbers in random order and ask individual pupils to name them. Ask the rest of the class for verification.

Pupils’ books open. Point to numbers. Play the CD. The pupils listen, point and repeat the words. If you wish, play the recording again with pauses for the pupils to repeat chorally and/or individually.

Explain the activity. Allow the pupils some time to complete it. Check their answers.

2 E 3 C 4 D 5 A

4.2.4.1

4.5.8.1

Write the following sums on the board. Read aloud the sums and draw the pupils’ attention to the names of the symbols (+ plus, - minus, x times, =equals).

1+1+2 (one plus one equals two)

2-1=2 (two minus 1 equals one)

2x2=4 (two times two equals four)

The pupils listen and repeat, chorally and/or individually. Write on the board other sums and ask individual pupils to read them aloud.

Read the sum in the example and ask the pupils to give you the solution orally. Ask them to point to the correct number on the map. Explain that the solutions to the problems is one of the numbers on the map. Then refer them to the number written in letters in the model and explain the activity. Allow the pupils some time to complete it. Check their answers.

Answer key

2 six hundred

3 five hundred and forty

4 eight hundred and thirty

5 six hundred and ninety

6 one thousand

The treasure is at 1,000.
STUDY STOP

(Activities to present and practice prepositions of place)

Pupils` books closed. Put your pencil on the left of a book, show it to the class and ask: Where is the pencil? Answer: It`s on the left of the book. Write the exchange on the board and underline the words in bold. The pupils repeat, chorally and/or individually. Follow the some procedure and present the rest of the prepositions.

Drill your pupils:

e. g. Teacher: (putting a pencil case between two books)

Pupil 1: Between, etc

Pupils` books open. Go through the Study spot section briefly. Read the instructions and explain the activity. Allow the pupils some time to read the sentences and underline the correct prepositions. Check their answer.

2 right 4 right

3 between 5 on the left of
6 Where does Captain Parrot take the treasure next? Listen and circle.

Pupils` books closed. Write on the board the numbers 1-10 and the respective ordinal numbers next to them. Explain how we from the ordinal numbers and draw the pupils` attention to the irregular ones (firs, second, third). Point to the numbers, one at a time, and say the corresponding words. The pupils repeat chorally and/or individually. Point to the numbers in random order and ask individual pupils to name them. Ask the rest of the class for verification. Write on the board: 20 – twenty – twentieth. Underline the letters in bold and elicit the spelling rule. Then write on the board the numbers 30,40,45,58,100 and elicit the ordinal numbers.

Pupils` books open. Explain the activity. Go through the text and elicit/explain any unknown words. Play the CD. the pupils listen and circle the correct words. Check their answers.
Answer key

2 fifty-sixth 3 seventy-fifth 4 black pool

Today is my fiftieth birthday. This is my fifty-sixth trip on my ship. We are leaving today and taking the treasure with us.

This is the seventy-fifth day of our trip, but we are sailing into Blackpool, England. Home at last!

(Track 30 CD1)

End
4.1.3.1

Thinking. Play Buzz Frizz. The pupils take turns counting up one number at a time, but instead of any multiple of three they have to say `Buzz`.

e.g. first, second, Buzz, fourth, fifth, Buzz, seventh, etc.

if a pupil makes a mistake, he/she can be made to sit out that round if you like. Once the pupils get familiar with the game, you can also add `Fizz` for all multiples of five.

ACTIVITY BOOK (Optional)

If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class.

Did I stick to timings?

4.4.1.1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics;

4.5.2.1 use cardinal numbers 1 – 1000 and ordinal numbers 1 – 100

To learn how to pronounce [ʃn] and its different spellings.

4.5.2.1

Ask a pupil to come to the board. You say a cardinal number (1-1,000) and the pupil writes the number using letters on the board. Repeat with other pupil. Then, ask pupils, one at a time, to came to the board and write the respective ordinal numbers next to the cardinals.

(Activities to develop the pupils` listening and reading skills.)

Go through the pictures of the story and set the scene by asking the pupils questions about what they can see in the pictures.

e.g. Teacher: (pointing to picture 1) Where are the children

Class: They are at a park:

Teacher: (pointing to Lilly in picture 3) What`s wrong with Lilly

Class: She got sunburnt! etc

Play the CD. The pupils listen and follow the story in their books.

4.3.3.1

4.4.1.1

4.3.3.1

4.3.3.1

Explain the activity. Allow the pupils some time to read the story again silently and answer the questions. Check their answers. Ask the pupils to tell you where they found the answers in the dialogue.

Answer key

1. To find ten leaves and name the trees.

2. A classmate, Drake.

3. Because her arms are sore.

4. Jake’s

5. Jake’s team

• Explain the activity. In pairs, the pupils read the questions and discuss the answers with their partner. Ask pairs to report back to the class. Accept all reasonable answers.

1. They all stayed together and helped each other.

They worked as a team.

2. Yes, because Drake left his team behind. He didn’t care about his team. He only cared about winning.

• For stronger classes: Assign roles to the pupils.

Allow them enough time to rehearse their roles in groups. Encourage them to come to the front and act out the story.

• For weaker classes: Select a short exchange from the story for the pupils to act out in pairs.

Refer the pupils to the picture and the dialogue. Play the CD. The pupils listen and follow along. Pause the CD for the pupils to repeat, chorally and/or individually. The pupils, in pairs, act out similar dialogues. Go around the classroom providing necessary help. Ask some pairs to come to the front of the classroom and act out the dialogue. If you wish, write the following on the board so the pupils can refer to it while they are completing the activity.

A: So, what’s today’s expedition?

B: We must… .

A: This should be easy. Let’s do it!

Suggested answer key

A: So, what’s today’s expedition?

B: We must find these ten wild flowers, name them and draw them in our notebooks.

A: This should be easy. Let’s do it!

STUDY SPOT

(Activities to familiarise the pupils with the [ʃn ] sound and the different spellings)

Refer the pupils to the pictures. Point to the first picture and say: [ʃn ] – fashion. The pupils repeat, chorally and/or individually. Check their pronunciation. Repeat the procedure for mansion and exhibition. Check their pronunciation. Review the spelling of the different words and explain/ elicit how the words are spelled differently but the ending is pronounced the same. Play the CD. The pupils listen, point and repeat. Then point to the pictures at random and elicit the sounds and the words.

Refer the pupils to the picture. Elicit fashion, mansion and exhibition. Draw the pupils’ attention again to the [ʃn] sound and the different spellings. Allow the pupils some time to complete the missing letters. Play the CD for the pupils to listen and check their answers.

Answer key

The ticket for the fashion exhibition at the mansion was $10!

(Track 32 CD1)

(Track 33 CD 1)

(Track 34 CD1)

End

Ask the pupils to close their books and write three things they remember from the story. If you wish, set a time limit of two minutes to complete the activity. Ask a few pupils to report back to he class.

If you wish, you can assign some or all of the corresponding activities from the Activity book for home work. If this is the case, make sure you explain them first in class.

Did I stick to timings?

4.2.5.1 pronounce an increasing range of words, short phrases and simple sentences intelligibly;

4.4.2.1 begin to use joined-up handwriting in a limited range of written work;

4.5.5.1 use interrogative pronouns who, what and where, how many, how much, how often, how big, what kind of to ask questions on growing range of familiar topics

4.1.4.1

Ask pairs of pupils to come to the front of the classroom and act out the dialogue from the previous lesson (Ex.11). Repeat with as many pairs as you feel necessary.

4.2.5.1

4.4.2.1

(Activities to present and activate the new language.)

Our Planet’s Treasure 1

Pupils’ books closed. Put up the Our planet’s treasure poster on the board. Point to the natural features, one at a time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each natural feature in random order. Ask individual pupils to name them.

Ask the pupils to look at the poster, choose an item and make a sentence.

e.g. Pupil 1 : (pointing to the island ) I’m going to go to an island this summer. etc

Pupils’ books open. Play the CD. The pupils listen, point to the words and repeat. If you wish, play the CD again pausing after each word. The pupils repeat, chorally and/or individually. Then the pupils look at the pictures and match them to the words. Check their answers.

2 G 4 A 6 F 8 H

3 E 5 C 7 B

15 Read and choose . Then say.

Explain the activity. Allow the pupils some time to complete it. Check their answers

1 A 2 B 3 B 4 B 5 A 6 A

Then elicit answers from individual pupils.

e.g. Malta is an island ., The Pacific is an ocean . etc

(Activities to present and practice the articles.)

2 B 3 C 4 A 5 C 6 A

Play the Correct The Teacher game. Divide the class into two teams, A and B. give one blue and one red card to a pupil from each team. Say aloud a sentence. If the sentence is correct, the pupils raise the blue card. If the sentence is wrong, they raise the red card. Then the pupils give the card to other member or their team and you repeat with other sentences. Each correct answer wins a point. The team with the most points wins the game.

(Track 35 CD1)

End

4.1.4.1

Divide the class into two teams, A and B. Read a sentence from ex. 15, e.g. Malta is an… . A pupil from each team writes the answer on the board (island). Each correct answer wins a point. The team with the most points wins the game. If you wish, you can use famous natural features in the pupils’ country.

If you wish, you can assign some or all of the corresponding activities from the activity Book for homework. If this is the case, make sure you explain them first in class.

Did I stick to timings?

4.2.3.1 give short, basic description of people and objects, begin to describe past experiences on an increasing range of general and some curricular topics;

4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics;

4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal information

4.1.3.1

Ask a pupil to came to the board. Say a word from the previous lesson (e.g. lake) and ask the pupil to spell and write it. Ask the rest of the class for verification. Repeat the activity with other pupils.

(Activities to develop the pupils` reading and writing skills.)

4.2.3.1

4.1.3.1

4.4.4.1

Refer the pupils to the picture and ask them to guess where Pat went on holiday and what she did. Allow the pupils some time to read the text silently and complete the activity. Play the CD. the pupils listen and follow the text in their books. Check their answers.

Answer key

1 the Pacific Ocean 3 rainforest

2 morning 4 waterfalls

Then individual pupils read out the text.

Explain the activity. The pupils read and answer the questions orally first, then in writing. Check their answers.

Suggested answer key

1 I went to Lake Balkhash.

2 I went with my family.

3 I went swimming, sailing and fishing.

4 I saw many birds.
Portfolio: Talk with your friends. Write an email to your friend about your last holidays.

Elicit from the pupils where they went for their summer holiday. Then ask the pupils, in pairs or in groups, to talk about their holidays. For homework, tell the pupils to write an email to their friend and to use the text in Ex. 18 as a model.

Suggested answer key

Hi Gulnara,

How are you? I`m writing to tell you about my holiday in Lake Balkhash. It was great!

I went there with my family. I swam in the lake every day. We saw many birds there. Mum and dad took me sailing and fishing, too. It was a wonderful holiday!

Write and tell me all about your holiday.

Take care,

Daniya.
PRACTICE

(Activities to revise talking about holiday and natural features and develop the pupils` listening skills.)

Paint to the picture and say: We`re going to go on holiday and have a lot of fun! The pupils repeat, chorally and/or individually. Follow the same procedure and present the rest of the song.

Play the CD. The pupils listen and follow along in their books. Divide the class into three groups and assign a verse to each group. Play the song again and ask each group to sign their corresponding verse. Time permitting, play the song again for the pupils to sing together as a class.

Extension activity (optional)
Before going into class

Make photocopies of the song on p. 65, one per pupil, and tippex out some words, e.g. holiday, fun, sun, etc.

Hand out the photocopies of the sing. Play the CD again. The pupils listen and fill in the missing words.

(See the introduction for further ideas on how to exploit the songs.)

Refer the pupils to the pictures and revise the words. Read aloud the example and explain the activity. Go through the sentences and elicit/explain any unknown words. Explain to the pupils that the sentences are clues to find the correct answer. Allow the pupils some time to complete the activity. Check their answer.

2 a mountain 6 an ocean

3 a desert 7 a river

4 an island 8 a lake

5 a rainforest

(Track 37 CD1)

End

Demonstrate the following dialogue with a pupil:

e.g. Teacher: Where are you going to go on holiday?

Pupil 1: I`m going to go to Mexico.

Teacher: Have a nice holiday!

Pupil 1: Thank you!

If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class.

Did I stick to timings?

Theme: Our planet’s treasure 2

4.2.6.1 take turns when speaking with others in a growing range of short, basic exchanges;

4.2.8.1 express basic likes and dislikes, recount short, basic stories and events on a limited range of general and some curricular topics;

4.3.5.1 understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues

canyon, harbour, reef, home to, coral, throw, rubbish, look after

4.1.8.1

Play the song from the previous lesson and ask the pupils to sing along.

Write the words island, river, lake, rainforest, waterfall, mountain, desert, ocean on the board. Tell the pupils to choose one of the words and imagine that they are going to visit one of these places this weekend. Ask them to think of what they are going to do there. Pupils, in pairs, talk to each other. Ask some pupils to report back to the class.

Suggested answer key

Pupil: I'm going to visit the Amazon rainforest this weekend. I'm going to see a lot of plants and animals there.

4.1.8.1

4.2.8.1

4.3.5.1

Say and write on the board: natural wonders. The pupils repeat, chorally and/or individually. Explain/ Elicit what natural wonders are. Have a brief class discussion, in LI if necessary, about natural wonders in their country and how important they are to the planet. Refer the pupils to the pictures and the title and have a class discussion about these seven natural wonders. Elicit anything the pupils might know about them. Read aloud the countries/regions and ask the pupils if they know or if they can guess where these natural wonders are. Explain the activity and play the CD.The pupils listen and match. Check their answers.

2D 3C 4 F 5 A 6G 7E

Refer the pupils to the picture and the dialogue. First, read out the dialogue and then act out a similar dialogue with one of the pupils. Ask the pupils to act out, in pairs, similar dialogues. Go around the classroom providing any necessary help. Ask some pairs to come to the front of the classroom and act out the dialogue.

Akbota: Which natural wonder would you like to see? Nurzhan: Mount Everest.

Akbota: Where can you see it?

Nurzhan: In Tibet and Nepal.

1 A 2 A 3 В 4 В

Then individual pupils read out the text.

24 Find information about another natural wonder. Make a project or PowerPoint® presentation. Present it to the class.

Brainstorm the names of various natural wonders from around the world and write them on the board. Have a class discussion, in LI if necessary, about the problems they face. Explain the activity. The pupils use the Internet to find information about another natural wonder and present it to the class. Tell them to use the text in Ex. 23 as a model, Alternatively, assign the project for homework. Then help them file their projects in their Language Portfolios.

Note: If the pupils do not have Internet access, ask them to use encyclopedias, newspapers or magazines.

Suggested answer key

The Amazon Rainforest in South America is one of the world's natural wonders. It is the largest rainforest in the world and is home to many kinds of animals. But the Amazon is getting smaller and smaller. This is because people throw rubbish into the river and cut down the trees, Let's hope we can look after this amazing wonder so people can still see it hundreds of years from now!

(Track 38 CD1)

End

4.2.8.1

Allow the pupils some time to read the text again and then close their books. Ask them to try and remember two things from the text. Check their answers.

The Great Barrier Reef is in Australia. You can see i1 from space.

If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class.

Did I stick to timings?

4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal information

• Language in use: The Giant's Causeway is a natural rock formation in Northern Ireland. Lake Kaindy is 400 metres long and about 30 metres deep.

4.2.8.1

Ask the pupils to present their projects from the previous lesson.

4.2.8.1

4.4.4.1

Ask the pupils to look at the pictures. Have a picture discussion.

e.g. Teacher: (pointing to the Giant's Causeway) This is the Giant's Causeway. Where is it? Pupil: It's in the UK.

Teacher: This is Lake Kaindy. Where is it?

Pupil: It's in Kazakhstan, etc

Ask the pupils to tell you what they know about these places. Play the CD. The pupils listen and follow the texts in their book.

Ask the pupils which place they would like to visit and why. Elicit answers from individual pupils.

Suggested answer key

I would like to visit Lake Kaindy to see the underwater forest.

Then individual pupils read out the texts.

26 Read and match to make sentences.

Read the instructions and the example and explain the activity. The pupils read again the texts silently and complete the activity. Check their answers.

2d 3a 4c

Ask the pupils to think of natural wonders in Kazakhstan and write a small paragraph about it using the texts in Ex. 25 as models. They can draw or look for pictures on the Internet and attach them. Alternatively, assign the project tor homework. The pupils then present their projects to the class. Display their work in the classroom.

Suggested answer key

Torysh is a valley with rock formations that look like balls. The name Torysh actually means the Valley of Balls! The rocks are spread in the middle of the desert and have different sizes. Some are 3-4 metres in diameter!

If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class.

The pupils put the letters in the correct order to form words and complete the sentences. Then they look at the pictures and match the sentences with the pictures.

1 rainforest - F 4 ocean - D

2 island - E 5 river - C

3 mountain – В

The pupils read the numbers and match.

le 2 f 3a 4 d 5b

The pupils read and complete the sentences with the correct ordinal number.

1 thirtieth 3 twenty-first 5 first

2 ninth 4 ninetieth

4 Read and choose.

The pupils read and choose the correct words. Answer key

1C 2 A 3B 4 A 5 В 6A

End

Formative Assessment

Did I stick to timings?

Theme: Body language

4.2.1.1 make basic statements which provide information on an increasing range of general and some curricular topics;

4.3.1.1 recognise, identify and sound with support a growing range of language at text level;

4.4.2.1 begin to use joined-up handwriting in a limited range of written work;

4.5.1.1 use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns, possessive ‘s/s’ to name, describe and label things;

4.5.6.1 use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses

4.1.1.1

Hand out the completed Progress Report Cards for the previous module and ask the pupils to file them in their Language Portfolios.

PRESENTATION AND PRACTICE

(Activities to present and activate the new language.)

4.2.1.1

4.3.1.1

4.2.1.1

4.5.1.1

Pupils' books open. Ask the pupils to look at the pictures on p. 48 and have a picture discussion. Point to the boy and ask: What is he holding? Elicit: A tablet. Then ask: What is he doing? Elicit answers (e.g. He's playing games.) Repeat the same for the girl. Ask the pupils if they have any of these gadgets and what do they use them for. Elicit answers from individual pupils.

I have a tablet. I use it to watch videos online.

Read aloud the phrases and explain to the pupils that these are different ways of communication. Ask the pupils if they can think of other ways of communication. Read aloud the example and explain the activity. Allow the pupils some time to complete it. Check their answers. Ask individual pupils to tell the class.

I like sending text messages to my friends. I text them every day.

Divide the class into two teams, A and B. Ask one pupil from each team to come to the front of the classroom. One pupil mimes one of the phrases and the other tries to guess the correct phrase. Each correct answer wins a point. The team with the most points wins the game.

Pupil 1: (mimes 'Good luck!')

Pupil 2: Good luck! etc.

4. Look, read and choose the correct answer.

Read aloud the sentences, one at a time, and ask the pupils to choose the correct word. The pupils look at the pictures and complete the activity orally first, then in writing.

4.3.1.1

Ask a pupil to come to the front of the classroom. Say a sentence and ask the pupil to respond using body language and the correct phrase if possible. Repeat with the other pupils.

If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class.

Did I stick to timings?

Theme: Communicating around the world

4.1.3.1 understand the main points of short supported talk on an increasing range of general and some curricular topics;

4.1.10.1 recognise words similar to words in student native language;

4.2.1.1 make basic statements which provide information on an increasing range of general and some curricular topics;

4.3.1.1 recognise, identify and sound with support a growing range of language at text level;

4.4.6.1 use upper and lower case letters accurately when writing names, places and short sentences when writing independently

4.2.1.1

Write on the board the names of different gadgets and ask the pupils to tell you what we can use them for (e.g. mobile phone: send text messages).

Ask one of the pupils to come to the front of the classroom and use body language to express one of the phrases from the previous lesson. The rest of the class say aloud the correct phrase. Repeat with as many pupils as necessary.

PRESENTATION AND PRACTICE

(Activities to present and activate the new language.)

4.3.1.1

4.4.2.1

4.4.2.1

4.2.1.1

6 thinking: Find the means of transport. More than one can be correct. Write on the board: / have to do my homework every day. Underline the words in bold. Explain that the verb have to expresses necessity and obligation. Explain the task. Allow the pupils some time to complete the activity. Check their answers.

2. tram, underground

3. helicopter, hot-air balloon, plane, tram, minibus, underground, ferry, ship

4. underground, minibus

5. helicopter, plane, van

6. tram, minibus

7. Match the opposites. Then rearrange the letters to complete the texts.

Explain the activity. Go through the texts and elicit/explain any unknown words. Allow the pupils some time to complete the activity. Check their answers.

Answer key 2

2 a 3 f 4 e 5 d 6 c

2 safe 4 fast 6 noisy

3 expensive 5 cheap 7 dirty

STUDY SPOT

(Activities to present and practise the comparative form.)

2. 
   better 4 smaller 6 noisier
   
3. 
   funnier 5 fatter
   

Read aloud the example and explain the activity. Allow the pupils some time to complete the activity. Check their answers.

2. 
   Cars are safer than scooters.
   
3. 
   Minibuses are slower than trams.
   
4. 
   Planes are noisier than hot-air balloons.
   
5. 
   Trains are cheaper than planes.
   

Divide the class into two teams, A and B. Ask one pupil from each team to come to the front of the classroom. One pupil chooses 2 flashcards showing means of transport and shows them to the second pupil. The second pupil has to make a sentence comparing the two means of transport and using the adjectives in Ex.7.Then, the second pupil chooses two flashcards and the first pupil makes a sentence. Repeat with the remaining pupils. Each correct sentence wins a point. The team with the most point wins the game.

End

Divide the class into two teams, X and O. Draw a 3 X grid on the board. Ask a pupil from each team to com to the board. One pupil writes an adjective from Ex. 3 i a cell in the grid and makes a sentence with it. The other pupil writes the opposite of that adjective in another cell and also makes a sentence. If the sentences arc correct, they get to mark the cells accordingly, with ar X and O. Repeat with the remaining pupils. The winner is the team that has three marks horizontally, vertically or diagonally. If you have a large class, you may play the game in pairs.

If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class.

Did I stick to timings?

4.1.3.1 understand the main points of short supported talk on an increasing range of general and some curricular topics;

4.2.1.1 make basic statements which provide information on an increasing range of general and some curricular topics;

4.3.1.1 recognise, identify and sound with support a growing range of language at text level;

4.4.6.1 use upper and lower case letters accurately when writing names, places and short sentences when writing independently

4.2.1.1

Write an adjective on the board (e.g. safe) and ask individual pupils to say the comparative form of it. Then ask the pupils make a sentence using the comparative form of the adjective.

4.1.3.1

4.1.3.1

4.3.1.1

4.2.1.1

4.3.1.1

4.4.6.1

11. 
    Listen and read.
    

Play the CD. The pupils listen and follow the story in their books.

12. 
    Read the story and write True or False.
    

2 True 3 False 4 True 5 False

13 Read the story again. Who says ....

Allow the pupils some time to read the story again. Then they complete the activity. Check their answers.

1. 
   the teacher
   
2. 
   the minibus driver
   
3. 
   Liam
   

14 Act out the story.

• 
  For stronger classes: Assign roles to the pupils. Allow them enough time to rehearse their roles in groups. Encourage them to come to the front and act out the story.
  

15 Talking point. Listen and read.

Make a new dialogue with your friend.

Refer the pupils to the picture and the dialogue. Play the CD. The pupils listen and follow along. Pause the CD for the pupils to repeat, chorally and/or individually. The pupils, in pairs, act out similar dialogues about themselves. Go around the classroom providing any necessary help. Ask some pairs to come to the front of the classroom and act out the dialogue. If you wish, write the following on the board so the pupils can refer to it while they are completing the activity.

8; It's... .

SOUNDS SPOT!

16 Listen, point and repeat.

Refer the pupils to the pictures. Point to blush and say: /Ь/ - blush. The pupils repeat, chorally and/or individually. Check their pronunciation. Repeat the procedure for boat. Point to the picture of viper and say: M- viper. Repeat the procedure for velvet. Play the CD. The pupils listen, point and repeat. Then point to the pictures at random and elicit the sounds and the words.

Extension activity (Optional)

Write the following words on the board: van, visit, but, vacuum, better, balloon. Ask individual pupils to come to the board, read out the words and write them next to the correct sound.

/b/: but, better, balloon

/v/: van, visit, vacuum

17 Complete. Then listen and repeat.

Refer the pupils to the picture. Elicit blush, viper, velvet and boat. Draw the pupils' attention again to the /b/ and /v/ sounds. Allow the pupils some time to complete the missing letters. Play the CD for the pupils to listen and check their answers.

The blushing viper is on the velvet boat.

Ask individual pupils to read out the sentence. Check their pronunciation and intonation.

(Track 44 CD1)

End

4.1.3.1

Read out a few sentences from the story and ask the

pupils to complete them orally.

e.g. Teacher: The minibus has got a flat...

Class: tyre! etc

Note: If you wish, have the pupils close their books during this activity.

If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class.

Did I stick to timings?

4.1.3.1 understand the main points of short supported talk on an increasing range of general and some curricular topics;

4.1.10.1 recognise words similar to words in student native language;

4.2.1.1 make basic statements which provide information on an increasing range of general and some curricular topics;

4..1.1.1

Ask pairs of pupils to come to the front of the classroom and act out the dialogue from the previous lesson (Ex. 5). Repeat with as many pairs as you feel necessary

4.1.1.0.1

4.2.1.1

4.2.1.1

4.1.3.1

2. 
   i 4c 6 f 8g 10 b
   
3. 
   h 5 d 7 e 9 j
   

Read aloud the example and explain the activity. Explain that the sentences are clues for the pupils to find the correct answer. Allow the pupils some time to complete the activity. Check their answers.

2 nurse 5 waitress

3 computer programmer 6 architect

4 news reporter

Play the CD, twice, if necessary. The pupils listen and complete the activity. Check their answers.

Teacher: OK, everyone. Let's talk about different jobs. Simon, what would you like to be when you grow up? Simon: A dentist. Miss.

Teacher: That's great, Simon. How about you, Tina? I know that your dad is a mechanic. Would you like to be a mechanic, too?

Tina: No, Miss. I want to be an architect. I like the idea of designing houses.

Teacher: Good for you, Tina. Bob?

Bob: My brother wants to be a computer programmer, but I would like to be a photographer. I love taking pictures.

Kelly: I would like to be a computer programmer, Miss. I love computers.

Teacher: That's great, Kelly. And how about you, Nick? Nick: A news reporter, Miss. I'd like to work at a TV station one day.

(Activities to present and practise the superlative form.)

Pupils' books closed. Say, then write: Tom, Nick and George are friends. Tom is the tallest of all. Nick is the youngest in the class. Underline the words in bold. The pupils repeat chorally and/or individually. Elicit the spelling rules for the superlative. Explain the irregular adjectives.

Pupils' books open. Go through the Study spot section briefly. Explain the activity. Go through the texts and elicit/explain any unknown words. Allow the pupils some time to complete the activity. Check their answers.

Answer key

2 the slowest 4 the tastiest

3 the kindest 5 the biggest

End

Divide the class into two teams, A and B. Ask a pupil from Team A to come to the board. Whisper one of the jobs without letting the class hear it. The pupil tries to get his/her team to guess the word. He/She can act it out, give definitions or write example sentences, but he/she mustn't say or write the word. Each correct answer wins a point. The team with the most points wins.

If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class.

Did I stick to timings?

4.2.3.1 give short, basic description of people and objects, begin to describe past experiences on an increasing range of general and some curricular topics;

4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal information;

4.5.3.1 use adjectives, including possessive adjectives, on a growing range of general and some curricular topics to describe things, use simple one-syllable and some two- syllable adjectives [comparative and superlative] to make

comparisons;

4.5.11.1 use has got/have got there is/are statement, negative, question forms including short and full answers and contractions

4.4.4.1

Write an adjective on the board (e.g. good) and ask individual pupils to say the comparative and superlative form of it.

Write some jobs on the board, but with a few letters missing. Ask individual pupils to come to the board and complete the missing letters.

4.1.2.1

4.4.4.1
4.5.11.1

4.2.3.1

22 Listen and read. Then answer.

Play the CD. The pupils listen and follow the text in their books. Then they answer the questions. Check their answers.

Suggested answer key

1. 
   She's a school bus driver.
   
2. 
   She gets up very early to clean the school bus and check the tyres.
   
3. 
   Her favourite singer is Taylor Swift.
   
4. 
   She's a DJ at the local radio station.
   

Explain the activity. Allow the pupils some time to read the sentences and choose the correct words. Check their answers.

1 us 2 it 3 them 4 it 5 her

Portfolio: Talk with your friends. Then write about your favourite community helper.

Elicit various community helpers from the pupils and write them on the board. Ask the pupils, in pairs or in groups, to talk about a community helper they know. For homework, tell the pupils to write about a community helper and use the text in Ex. 22 as a model. Then help them file their writing activities in their Language Portfolios.

With his friendly smile and his love of art, Mr Aronov is the best police officer I know! I like him a lot!