48
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2. How can a clam cram in a clean cream can?
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[p]
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1. Poor pure Pierre.
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2. Popcorn popped with a loud pop.
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3. Peter Piper picked a peck of pickled peppers.
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To warm up the learners you can play a game “Match
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the word”. The purpose of the game is to revise the
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vocabulary. Tell the children to stay in a circle. Teacher
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stands in the middle and throws a ball to one of the
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children saying, e.g.: “a pet”. A child should say e.g.:
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“a cat”.
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Main part of
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Exercise 1. Learn the new words.
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the lesson
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Introduce the new words. Use toys or pictures to
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introduce a rabbit, a turtle. Then say these words and
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make the children repeat each word.
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Exercise 2. Listen and sing.
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Play the audio. Encourage the learners to sing and show
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their toys or pictures while singing.
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Track 28.
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I have a pet.
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I have a pet.
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It’s a little cat.
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It’s a little cat.
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I have a pet.
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It’s a little dog.
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I have a pet.
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A parrot and hamster,
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It’s a little dog.
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A turtle and rabbit.
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Exercise 3. Guess the animals.
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Ask the learners to look at the pictures and guess the
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animals.
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Students’ answers.
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25 minutes
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Picture 1. It’s a dog.
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Picture 2. It’s a cat.
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Picture 3. It’s a parrot.
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Picture 4. It’s a rabbit.
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Picture 5. It’s a turtle.
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Picture 6. It’s a hamster.
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Exercise 4. Listen and repeat.
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Direct the learners’ attention to the phrases. Play the
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audio. Pause after each phrase to make sure children
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understand the meaning. Then ask them to repeatafter
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the speakers. Make the learners look at the picture 3.
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Explain that they have to complete the dialogue. Ask
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them to work in pairs.
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Track 29.
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Boy 1: I have a pet.
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Boy 2: Is it a dog?
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Boy 1: No, it isn’t.
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Boy 2: Is it a turtle?
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Boy 1: Yes, it is.
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49
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Girl 1: I have a pet.
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Girl 2: Is it a cat?
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Girl 1: No, it isn’t.
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Girl 2: Is it a rabbit?
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Girl 1: Yes, it is.
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Boy 1: I have a pet.
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Boy 2: Is it a hamster?
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Boy 1: No, it isn’t.
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Boy 2: Is it a parrot?
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Boy 1: Yes, it is.
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Activity book
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Exercise 1. Follow the lines and say: I have …
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Instruct the children how to do the task. The children
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should follow the lines and say which animals/pets
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Batyr, Dana, Ira and Misha have. Draw their attention
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to the plural ending -s.
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Students’ answers:
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Batyr: I have 2 parrots.
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Dana: I have a cat.
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Ira: I have 3 turtles.
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Misha: I have a rabbit.
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Exercise 2. Match and answer.
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The children should match the pictures in two columns
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and answer the given questions:
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Is it a cat? – No, it isn’t. / No, it’s a dog.
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Is it a dog? – No, it isn’t. / No, it’s a cat.
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Is it a parrot? - Yes, it is.
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Is it a rabbit? – No, it isn’t. / No, it’s a turtle.
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Is it a turtle? – No, it isn’t. / No, it’s a rabbit.
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End of the
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End of the lesson:
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lesson
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At the end of the lesson ask the learners to summarize
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their activity at the lesson. Elicit their answers via
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5 minutes
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supportive questions: e.g.:
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Which new words did we learn to talk about our pets?
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How do we name animals that live with us/in our
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flats/houses?
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Then encourage them to say all the words in chorus,
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you can say the words in Kazakh/Russian and they will
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give the English equivalents or show the flashcards and
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name the pictures.
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Sing the song from the lesson one more time.
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Keep encouraging the young learners for any success
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during the class/ whole course to make them feel more
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comfortable, confident and motivated to acquire the
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language.
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50
Unit 4.The world
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School: #
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around me
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Lesson 3. At the zoo
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Date:
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Surname /name of the teacher:
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Group:
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Number of attendees:
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Number of absent learners:
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Достарыңызбен бөлісу: |