LESSON 18 Unit 3: Time

Teacher name:Sarsenbayeva F. School: 21 school

Date:
Grade: 3 Number present: Number absent:
Theme of the lesson: Times of my day

Learning 3.1.8.1- understand short, narratives on a limited range of general and

objectives some curricular topics;
3.2.1.1- make basic statements which provide personal information on
a limited range of general topics;
3.4.1.1- plan, write and check short sentences with considerable
support on a limited range of personal, general and some curricular
topics;
3.5.2.1- use cardinal numbers 1 -100 to count and ordinal numbers 1–
10;
3.5.14.1- use prepositions of location and position
Lesson objectives Learners have met the learning objectives if they can: Talk about daily
routine; talk about location.
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining GREETING Learners watch the
5 min Warm-up video https://
Teacher suggested to watch www.yout
video daily routines to recall ube.com/
information about morning watch?
routines v=ajg1ebn
Hand out the completed Progress m3lo
Report Cards for the previous
module and ask the pupils to file
them in their Language
Portfolios.

Middle Look at Gulnara’s daily Learners answer Verbal

35 min routine and number. what they do evaluation
https://
Have a class discussion, in L1 if during the day. www.yout
necessary, about daily routines. ube.com/
Ask individual pupils what they watch?
do during the day. Write their v=eyPfpSt-
answers on the board. Refer the SXc
pupils to the picture on the
previous page and elicit the girl’s
routine. Explain the activity.
Allow the pupils some time to
complete it. Check their answers.
 Individual
Presentation Learners watch and avaluation
Teacher gives the instructions. repeat active verbs
According to the video about such as wake, brush,
morning routines learners watch wash, eat etc
and repeat active verbs such as according to the
(wake, brush, wash, eat etc) video about morning
Teacher pronounces and learners routines
respond.
Mutual
Practice Answer: It’s___ avaluation
Teacher offers learners to start (one, two, three…)
work with worksheet 1 and work o’clock. / It’s ____
straight to tasks: Look at the (one, two, three…)
pictures, what can you see, AM / PM.
tell your partner?
What’s the time? / What time is
it?
Leaners practice Verbal
evaluation
Practice. Writing answering the
Teacher introduces another questions activity.
worksheet What time is it? This activity will
Draw the time. Write the time IN help to cover both
ENGLISH. time expressions
Teacher gives Leaners spell and a/an cardinal
write worksheet numbers.
Self-
Look, read and assessment
Present ordinals. Say, then write: say yes or no.
(A) is the first letter of my name.
Underline the word in bold. The
pupils repeat after you. Explain
to the pupils how the ordinal
numbers are formed.

End Reflection Learners reflect on Individual

5 min Learners reflect on their their learning avaluation
learning:
 What has been learned?
 What remained unclear?
 What is necessary to work
on?
Hometask: Ex;4 at page 27 Read
and draw the time
Saying goodbye
LESSON 19 Unit 3: Time

Teacher name: Sarsenbayeva F. School: 21 school

Date:
Grade: 3 Number present: Number absent:
Theme of the Times of my day
lesson:
Learning 3.2.2.1- ask questions to find out about present experiences on a
objectives limited range of general and some curricular topics;
3.2.4.1- respond to questions on a limited range of general and some
curricular topics;
3.5.14.2 - use prepositions of time: on, in, at to talk about days and
times and no preposition last week etc.
Lesson objectives use prepositions of time: on, in, at to talk about days and times
write with support short responses at phrase level to questions and
other prompts
understand short narratives spoken slowly and distinctly on routine and
familiar topics
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining GREETING Learners Verbal
5 min Ask a few pupils to stand up and answer evaluation
stand in a row. Ask the rest of the
class questions to revise the
ordinals.
Teacher: Who’s third? Class: Kairat!
etc.
If you wish, repeat the activity with
other pupils.
Middle Listen, point and repeat. Learners Flashcards
35 min Pupils’ books closed. Put up the repeat, (20-27).
picture flashcards on the board. Point chorally Interactive
to them, one at a time, and name and/or Whiteboar
them. individually. d Software
Repeat the procedure with the or Track
remaining flashcards. Then point to 25 CD1
each flashcard in random order. Ask
individual pupils to name them.
Show the pupils picture flashcard 20.
Ask: What time is it? Write the
 question on the board. Have the Individual
pupils repeat the question. Then say Learners avaluation
and write: It’s eight o’clock. Have the listen, point to
pupils repeat, chorally and/or the words and
individually. Write different times on repeat.
the board. Elicit the time from the
pupils.
Pupils’ books open. Play the CD. If
you wish, play the CD again, pausing
after each word. The pupils repeat,
chorally and/or individually.

Rearrange the letters and complete Allow learners

the sentences. Then match. some time to
Point to the first clock and ask the complete the
pupils to say what time it is. Repeat activity.
the activity with the remaining clocks.
Then read the example and explain
the activity.

Study Spot Mutual

Choose. Then talk with your friend. Learners, in avaluation
Pupils’ books closed. Say and write pairs, talk Self-
on the board: I get up at seven about their assessment
o’clock. The pupils repeat, chorally daily routines,
and/or individually. Underline the as in the
words in bold. Elicit the use of example.
present simple for routines. Follow
the same procedure to present the
other persons of the affirmative
(singular) focusing on the -s ending in
the third person. Present the spelling
rules. Focus on the pronunciation of
the suffixes (e.g. gets \s\, goes \z\,
watches \iz\). Present the
interrogative and negative in the same
way. Explain how the short answers
are formed. Pupils’ books open. Go
through the Study spot section briefly.
Refer the pupils to the example.

End Reflection Learners do Self-

5 min Learners do the ‘hotseat’ activity and the ‘hotseat’ assessment
have a learner come up with their activity and
timeline. The other learners can ask answer the
them questions. (i.e. What time do questions.
you go to school?) Did you go to the
cinema last week?)
 Home task: draw your daily routines
Saying goodbye

LESSON 20 Unit 3: Time

Teacher name: Rogova V.V. School: Stavropolka Secondary School

Date:
Grade: 3 Number present: Number absent:
Theme of the Days of the week
lesson:
Learning 3.UE9 use common present simple forms [positive, negative, question]
objectives and contractions to talk about what you want and like and habits and
facts
3.UE17 use me, too to give short answers
3.S2 ask questions in order to satisfy basic needs and find information
on familiar topics and classroom routines
3.S6 use short answers appropriately in short, basic exchanges and take
turns when speaking with others in a limited range of short, basic
exchanges To name the days of the week; to describe daily routine
Lesson objectives Learners have met the learning objectives if they can: name the days of
the week; describe daily routine
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining GREETING Learners can Verbal
5 min Teacher introduce with LO do evaluation DIDACTIC
Learners given worksheets to fill. individually MATERIA
Task: what time do you do this? or in pairs. L1
Questions Whole class
What time do you usually get up? check
What time do you usually go to together.
school?
What time do you usually have
lunch? What time do you usually do
your homework?
What time do you usually watch TV?
What time do you usually go to bed?
Middle Listen, point and repeat. Learners
35 min Pupils’ books closed. Ask: What day repeat,
is it today? Then say and write: chorally
(Wednesday). and/or
Ask: What day is it tomorrow? Write: individually.
(Thursday). Follow the same
procedure and present the rest of the
days.
e.g. Learner: Individual The Days of
Extension activity (Optional) My favourite avaluation the Week -
Put up the Days of the Week poster day is poster
on the board. Ask a pupil to come to Sunday. I go
the board. Ask him/her to point to to the
his/her favourite day and say what cinema.
he/she usually does on that day.
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.
Mutual
In pairs, avaluation
Talk with your friend. Learners ask
Refer the pupils to the poster. Read and answer
the speech bubbles and explain the questions
activity. Ask a few pairs to report
back to the class.

Read and answer. Learners

Pupils’ books closed. Say and write repeat
on the board: We play football on chorally
Sunday. Present the plural forms of and/or
the present simple in the affirmative, individually.
interrogative and negative. Point out
that we need do to form questions in
the plural form. Write on the board:
Do cats eat fish? Yes, they do. No,
they don’t.
Underline the words in bold. Explain Learners Individual
how the short forms are formed. complete the avaluation
Pupils’ books open. Go through the activity.
Study spot section briefly. Check
their answers.
Let’s Play The teams Mutual
avaluation
Explain the game. Divide the class take turns
into two teams, X and O. If you have choosing a
a large class, you may prefer doing it word and
in smaller groups or in pairs. If the making a
sentence is correct, they get to mark sentence.
the box accordingly, with an X and O.
The winner is the team that has three
marks horizontally, vertically or
diagonally.
 End Reflection Learners Self-
5 min Say two things which you have name at least assessment
understood? 2daily
Say two things which you have not activities
understood? their
Home task: Write notes about your classmates do
own daily routine, from the time you
usually wake up in the morning until
you fall asleep at night (or interview
and make notes about a classmate).
Saying goodbye

LESSON 21 Unit 3: Time

Teacher name: Rogova V.V. School: Stavropolka Secondary School
Date:
Grade: 3 Number present: Number absent:
Theme of the Days of the week
lesson:
Learning 3.1.7.1 use contextual clues to predict content in short, supported talk
objectives on a limited range of general and some curricular topics;
3.3.1.1 recognise, identify and sound with support a limited range of
familiar words in simple sentences;
3.5.2.1 use cardinal numbers 1 -100 to count and ordinal numbers 1 –
10
Lesson objectives Learners can use prepositions of time correctly in 5 or more sentences.
They can ask and answer questions related to time and when they do
things at least 85% of the time.
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining GREETING & OBJECTIVES Verbal
5 min Warm-up game ‘Count first!’ evaluation
Teacher reminds Ls the example: Learners play
It takes me (Aslan) ……minutes to the game
…….. PPT 1-6
Teacher gives them the
situations/tasks to count and revise.
Middle Play "Week Buzz" Learners do the Mutual
35 min This is a fun game to practice task avaluation
saying the days of the week,
months of the year and dates
(ordinal numbers) in sequence.
Get everybody standing in a circle.
You need one ball. Start by passing
the ball around the circle with
students counting numbers as pass
the ball (1 .. 2 .. 3 .. 4 .. etc.). Individual
Start the game - the ball is passed avaluation
from student to student around the
circle with each person counting
the numbers as they pass the ball ...
and saying "Buzz" every 5th
number. If anyone makes a mistake
the game has to start from 1 again.
Try and get the pace going really
fast.
After a few rounds change to days
of the week instead of numbers,
again, saying the word "Buzz"
every 5th day. Learners revise http://
Presentation ‘Days of the www.timea
Leaners are asked to tell online week’ by the nddate.com/
time in Astana (Kazakhstan), song or they worldclock/
London, Tokyo, New York. may just name personal.ht
Note that days of week are them in order ml
different in different countries! and vice versa.

Assessment criteria: Learners Individual PPT 7

Teacher asks learners to complete complete the avaluation
sentences with appropriate verbs Worksheet 1 https://
written on the board (get, watch, with the www.youtu
ride, go).: appropriate be.com/
I _____ up late. I _____ cartoons verb watch?
on TV. I ____ my bike. I ____ v=mXMofxt
shopping DPUQ
DIDACTIC
Mutual
Practice Learners tick avaluation MATERIA
Ask Leaners: -What do you do the things on L 1
every day? Say the time and the the worksheet
action, day of the week that they do on
E.g.: I wake(get) up at 7 o’clock Saturday and on
on Monday. Sunday (at the
get up, wash face, brush teeth, weekend).
get dressed, have breakfast, go https://
to school, get ready, have www.youtu
classes, eat lunch, go home, be.com/
watch TV, go to bed, do my watch?
hometasks. v=BYZ0PC
Ask Ls to make notes of the Vd6wk
sentences.

Assessment criteria: Say the time,

the action, day of the week at least
 3 times correctly.

End REFLECTION Self-

5 min Say two things, which you have assessment
understood?
Say two things which you have not
understood?
Home task: Ex;11 at page 29 Make
questions
Saying goodbye

LESSON 22 Unit 3: Time

Teacher name: Rogova V.V. School: Stavropolka Secondary School

Date:
Grade: 3 Number present: Number absent:
Theme of the At the right time
lesson:
Learning 3.1.8.1 understand short, narratives on a limited range of general and
objectives some curricular topics;
3.3.3.1 begin to read with rereading and usual support very short
simple fiction and non-fiction texts on a limited range of general and
curricular topics;
3.3.6.1 understand with considerable support, some specific
information and detail in short, simple texts on a limited range of
general and some curricular topics;
3.5.2.1 use cardinal numbers 1 -100 to count and ordinal numbers 1 –
10
Lesson objectives ask questions and answer questions with basic words, phrases and
short; sentences using visuals with no support.
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining GREETING & OBJECTIVES https://
5 min Checking of the home task. www.youtu
The topic and Los are be.com/
presented. watch?
Warm-up v=ajg1ebnm
Teacher suggested to watch 3lo
 video daily routines to recall
information about morning
routines
Middle Presentation Learners watch and Verbal https://
35 min Teacher gives the instructions. repeat active verbs evaluation www.youtu
According to the video about be.com/
morning routines learners watch watch?
and repeat active verbs such as v=eyPfpSt-
(wake, brush, wash, eat) Teacher SXc
pronounces and learners respond.

Practice
Teacher offers learners to start Learners read the Individual PPT
work with worksheet 1 and work sentences and write avaluation DIDACTIC
straight to tasks: Look at the the missing words. MATERIAl
pictures, what can you see, 1
tell your partner? Read about
Amina’s day. Talk about your
day. Then write about your day.

PORTFOLIO: Talk with your Learners listen and

friends. Then write about your follow along in Individual
favourite day. their books. avaluation
Refer the pupils to the picture
and elicit the time (eight
o’clock) and the meal eaten at
that time (breakfast). Ask the
pupils, in pairs or in groups, to
talk about what they usually do
on their favourite day. Go
around the classroom,
providing any necessary help.
Suggested answer key:
My favourite day is Saturday. I get
up at nine o’clock in the morning and
I have a big breakfast. Then I go to
the park with my mum and my sister.
I play football with my friends and The teams only
my sister rides her bike. At one sing the designated
o’clock, we all have lunch together. verse. Mutual
In the afternoon, I watch TV with my avaluation
sister.
I love Saturdays!

Note: Once you have corrected

their writing activities, guide
your pupils on how to file them
in their Language Portfolios.

Let’s Sing!
 Ask: How many days are there?
Elicit: Seven. Then say: Seven Learners sing the
days, there are seven days. song as a class.
Seven days a week.
Encourage the pupils to repeat,
chorally and/or individually.
Play the CD. Divide the class
into three teams and assign
each team a verse. Play the
song again. Time permitting,
play the song a third time for
the pupils to sing the song as a
class.
End REFLECTION Learners reflect on Self- DIDACTIC
5 min What has been learned? their learning assessment MATERIAl
What remained unclear? 3
What is necessary to work on
Home task: to write about their
favourite day
Saying goodbye

LESSON 23 Unit 3: Time

Teacher name: Rogova V.V. School: Stavropolka Secondary School
Date:
Grade: 3 Number present: Number absent:
Theme of the At the right time
lesson: SA 3

Learning 3.UE9 use common present simple forms [positive, negative, question]
objectives and contractions to talk about what you want and like and habits and
facts
3.R6 understand with considerable and particularly visual support,
some specific information in short, simple texts on familiar topics
3.L7 use contextual clues to predict content in short, supported talk on
routine and familiar topics
3.L8 understand short narratives spoken slowly and distinctly on
routine and familiar topics
Lesson objectives Talk about teatime in the UK and in their country; to consolidate the
language of the module.
Take turns when speaking with others in a limited range of short, basic
exchanges
Write with support short basic sentences with appropriate spaces
between words
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining GREETING
5 min Revision of the “Time” DIDACTIC
vocabulary Learners do the MATERIA
Warm-up task Verbal L1
Leaners help tweety color the evaluation
clocks. Matching and drawing
activity.
The topic and Los are presented.

Middle Presentation Learners ask Interactive

15 min Teacher gives the instructions. and respond to Individual Whiteboar
According to the pictures Teacher short questions avaluation d Software
asks questions and learners respond. about time or Track 35
Turn the time part of the card, leave CD1
just the image. Leaners should name
the time.

Example: It is Eleven o`clock.

This activity will help to cover

both time expressions and
grammar Present simple

Practice
Teacher suggested to practice and Leaners Mutual
avaluation
gives hand-outs for learners practice
Teacher introduces the time
picture test with task read and
match
Leaners practice the time using
time picture test circle the right
answer.
Teacher gives Leaners spell and
write worksheet

SA SPEAKING Learners look at Individual Worksheets

20 min Task 1. Work in pairs. Talk with the picture and avaluation
a partner about your day and what make up
you do during the day. Use the sentences
ideas to make up sentences.
 WRITING Learners make
Task 2.Make up sentences about up sentences
the time. Use the words from the about the time
boxes and pictures.

a quarter to half past

a quarter past o’clock

End REFLECTION Ss will choose Self-

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

Home task: to repeat vocabulary

Saying goodbye

LESSON 24 Unit 3: Time

Teacher name: Rogova V.V. School: Stavropolka Secondary School
Date:
Grade: 3 Number present: Number absent:
Theme of the lesson: Unit revision

Learning objectives 3.1.7.1 use contextual clues to predict content in short, supported talk
on a limited range of general and some curricular topics;
3.2.2.1 ask questions to find out about present experiences on a
limited range of general and some curricular topics;
3.5.9.1 use common present simple forms [positive, negative,
question] and contractions to talk about what you want and like,
habits and facts, simple future timetabled events, use common past
simple forms to describe actions and feelings
Lesson objectives use cardinal numbers 1 -50 to count
use common present simple forms [positive, negative, question] and
contractions to talk about what you want and like and habits and facts
read and follow with considerable support simple, words, phrases
 and sentences on familiar and general topics and familiar instructions
for classroom activities
Plan
Planned Planned activities Learners’ activities Evaluatio Resources
timings n
Begining GREETING Pupils answer Verbal
5 min Write the following on evaluation
the board: 20 –18 = ?
Ask pupils to come to
the board and write the
right number (two).
Ask the rest of the class
for verification.
Middle CHECKPOINT 3 Pupils read the words and Individual DIDACTI
35 min Read and match. match to make phrases avaluation C
MATERIA
Read and draw the Pupils read the sentences L2
times. and draw the times on the
clocks.
Write the numbers.
Pupils look at the numbers
Underline. and write the correct word.
Pupils read the sentences
Read and complete. and underline the correct
Extra Check: The word.
pupils are now ready to
do page 34 in the The Pupils read the text and
Activity Book. complete with the correct
word.
PRACTICE Reading.
Pre –reading task
Work with the words
from the text.

Reading task :
On Sunday, Tom gets
up at 10 o'clock. Then Mutual
he reads his newspaper avaluation
in the kitchen. He has Pupils read the text and give
breakfast at 11.30 and the title of the story.
then he telephones his
mother in Scotland.
In the afternoon, at 1 DIDACTI
o’clock, Tom plays C
tennis with his sister MATERIA
and after that, they eat L3
dinner in a restaurant.
 At 6 o’clock, Tom
swims for one hour and
then he goes by bike to
his brother´s house.
Tom watches television
in the evening and
drinks a glass of milk.
He goes to bed at
11.30.

End Reflection Learners reflect on their Self-

5 min What has been learned? learning assessment
What remained
unclear?
What is necessary to
work on
Home task: Project:
My favourite drink
Write a simple
description using the
texts in Ex.28 as a
model.
Saying goodbye

LESSON 25 Unit 4: Buildings

Teacher name: Rogova V.V. School: Stavropolka Secondary School
Date:
Grade: 3 Number present: Number absent:
Theme of the Four walls
lesson:
Learning 3.1.1.1- understand short supported classroom instructions in an
objectives increasing range of classroom routines;
3.2.3.2- begin to describe past experiences on a limited range of
general and some curricular topics;
3.3.4.1- use with some support a simple picture dictionary;
3.5.11.1- use has got / have got there is / are statement and question
forms including short answers and contractions
Criteria To talk about parts of a house; to talk about what we can find in each
part of a house.
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining GREETING Learners guess Verbal
5 min Warm-up: the word and evaluation DIDACTIC
Teacher prints out small flashcards tell whether MATERIA
with the parts of house and shows their house / L 1/2
them for learners. flat has it or
Then if they have new words not
students work with picture
dictionary
The topic and Los are presented.

Middle PRESENTATION
30 min Look at the picture. Which
rooms are on the ground floor?
Which rooms are on the first
floor? Which rooms are on the
second floor?
Pupils’ books closed. Draw a
simple sketch of a house on the
board with two floors. The house
should have a kitchen on the
ground floor, a living room on the
first floor and a bedroom on the
second floor. Point to the kitchen
and ask: Which room is this? Elicit:
kitchen. Learners Individual
Then say: There’s a kitchen on the answer avaluation
ground floor.

Answer key: ground floor: kitchen,

garage; first floor: hall, living
room; second floor: bathroom,
bedroom.
Learners then Mutual
Explain the meaning of ground look at the avaluation
floor. Follow the same procedure picture and
and present the first and second make
floor. sentences as in
Pupils’ books open. Refer the the example.
pupils to the picture.
Ask: Where’s the kitchen? Help the
pupils answer: On the ground floor.
Ask: What else is there on the
ground floor? Help the pupils
 answer: the garage. Repeat the
activity for the other parts of the
house. Then ask individual to say
on which floor each room is. Verbal
Pupils listen evaluation
Look at the picture again and and tick the
match. Say. correct boxes.
Go through and present the items
1-10. Explain the activity. Allow
the pupils time to write the
corresponding letter. Check their
answers.

Read the examples. Remind the

pupils that we use There’s before
nouns in the singular form and
There are before nouns in the plural
form.

What did the Omarovs buy for

their new house yesterday?
Listen and tick (✓). Then say.
Explain the activity. Tell pupils
that bought is the verb buy in the
past simple.
End REFLECTION Learners Self-
5 min Ask a pupil to begin sketching one reflect on their assessment
of the items in Ex. 2 on the board. learning
The rest of the class tries to guess
what it is and in which room it can
be found. Whoever guesses
correctly comes to the board and
the game continues.
Home task: Ex: 3 at page 36 and
learn the new vocabulary
Saying good-bye

LESSON 26 Unit 4: Buildings

Teacher name: Rogova V.V. School: Stavropolka Secondary School
Date:
Grade: 3 Number present: Number absent:
Theme of the Four walls
lesson:
Learning 3.1.1.1- understand short supported classroom instructions in an
objectives increasing range of classroom routines;
3.1.6.1- understand some specific information and detail of short,
supported information or talk on a limited range of general and some
 curricular topics;
3.2.2.1 ask questions to find out about present experiences on a limited
range of general and some curricular topics;
3.3.4.1- use with some support a simple picture dictionary;
3.3.5.1- understand the main points of short simple texts on a limited
range of familiar general and some curricular topics by using
contextual clues;
Lesson objectives Learners will read and use comprehension strategies to match
sentences to correct buildings.
Learners will listen to directions and follow accurately
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining Greeting & Objectives Verbal
5 min Warm Up: Leaners are given a evaluation
sheet of paper. They have four
minutes when they have to write all
topical vocabulary they remember.
(they should have correct spelling
of words and their translation)
A: a top Learners sit in
B: a top and a gas station a circle and
C: a top, a gas station and a garage play a
(they use their topical vocabulary snowball.
and use articles correctly)
Middle Practice Learners do
35 min Teacher has 6 pictures of the task
household objects: one for each of
the rooms of a house, for example:
bed (for the bedroom),
refrigerator (for the kitchen),
shower (for the bathroom),
TV (for the living room),
dining table (for the dining room),
flowers (for the garden).
Speaking.
The teacher asks the following Learners Individual
questions: answer avaluation
1. Where in the house do you
brush your teeth? (I brush my teeth
in the bathroom)
2. Where in the house do you cook
food? (I cook food in the kitchen)
3. Where in the house do you sleep
at night? (I sleep in my bedroom)
4. Where in the house do you eat
dinner? (I eat in the dining room)
 5. Where in the house do you sit
with your family and watch TV? (I
watch TV in the living room)

Teacher reads descriptions allowed

and learners answer:
Apartments – part of large building
with 4 to 12 floors
Garage – place, where father keeps Verbal
his car evaluation
Bungalow – house with one floor
Detached house – house with two
floors for one family
beach hut – house made of tree
near the sea
office – place for work
block – large building divided into
apartments
caravan – car - house
houseboat – house on the water
yurt – Kazakh national house
hospital – you go their when you
are ill and need to visit the doctor

End REFLECTION Learners Self-

5 min Learners reflect on their learning: reflect on their assessment
 What has been learned? learning
 What remained unclear?
 What is necessary to work
on?
Home task: write down the
sentences using the picture Where
Are They?
Saying good-bye

LESSON 27 Unit 4: Buildings

Teacher name: Rogova V.V. School: Stavropolka Secondary School
Date:
Grade: 3 Number present: Number absent:
Theme of the Our town
lesson:
Learning 3.5.1.1- use singular nouns, plural nouns – including some common
objectives irregular plural forms;
 3.5.1.2- use possessive forms ‘s/s’ with proper names and nouns to
talk about ownership;
3.5.9.1- use common present simple forms [positive, negative,
question] and contractions to talk about what you want and like ,habits
and facts, simple future timetabled events;
3.5.14.1- use prepositions of location and position: at, behind,
between, in, in front of, near, next to, on, under, above to describe
where people and things are;
Lesson objectives - use basic prepositions of location and position: at, behind, between,
in, in front of, near, next to, on, to describe where people and things
arewith support.
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining Greeting & Objectives Learners Verbal
5 min Warm Up: Write some of the words answer evaluation
from the previous lesson with some
letters missing, e.g. b _ _ kc _ s _ .
Ask a pupil to come to the board and
complete the word. Ask the rest of
the class for verification. Repeat
with some other words and pupils.
Middle Listen, point and repeat. Then Picture
35 min match. flashcards
Pupils’ books closed. Put up the Learners read Individual (28-35).
picture flashcards on the board. the words and avaluation
Point to them, one at a time, and match them to
name them. The pupils repeat, the pictures. Interactiv
chorally and/or individually. e
Repeat the procedure with the Whiteboa
remaining flashcards. Then point to rd
each flashcard in random order. Ask Software
individual pupils to name them. or Track
Pupils’ books open. Play the CD. 37 CD1
The pupils listen, point to the
pictures, and repeat the words. If
you wish, play the CD again pausing
after each word.

Read and match. Learners

Explain the activity. Check the complete the
pupils’ answers. sentences with
the correct
Look, read and choose. answers (a-d).
Pupils’ books closed. Put your
pencil behind a book, show it to the Learners repeat,
class and ask: Where is the pencil? chorally and/or
 Answer: It’s behind the book. Write individually
the exchange on the board and
underline the word in bold. Follow
the same procedure and present the
prepositions next to, opposite and
between.
Check their answers.

Talk with your friend.

Refer the pupils to the speech Learners, in Mutual
avaluation
bubbles. pairs, look at
Go around the classroom providing the picture in
any necessary help. Ask some pairs Ex. 7 and ask
to report back to the class. and answer
Suggested answer key: questions.
A: Excuse me! Where’s the
supermarket?
B: It’s next to the baker’s.
A: Excuse me! Where’s the
butcher’s? B: It’s opposite the
hospital.
A: Excuse me! Where’s the
greengrocer’s?
B: It’s between the post office and
the hospital. A: Excuse me! Where’s
the hospital?
B: It’s opposite the butcher’s.
A: Excuse me! Where’s the baker’s?
B: It’s next to the supermarket.
End REFLECTION Learners reflect Self-
5 min Pupils share opinions if they on their assessment
liked/disliked the lesson by putting learning
their thumbs up/down and
explaining the reasons using simple
language
Home task: to draw the buildings
wherever they like in their town.
For the next lesson pupils, in pairs,
will talk about their drawings.
Saying good-bye

LESSON 28 Unit 4: Buildings

Teacher name: Rogova V.V. School: Stavropolka Secondary School
Date:
Grade: 3 Number present: Number absent:
Theme of the lesson: Our town
 SA 4

Learning 3.R3 Begin to read with rereading and usual support very short simple
objectives fiction and non-fiction texts on a limited range of general and
curricular topics
3.L4 Understand a limited range of short supported questions on
general and some curricular topics
3.UE14 Use prepositions of location and position: at, behind,
between, in, in front of, near, next to, on, under, above to describe
where people and things are; use prepositions of time: on, in, at to talk
about days and times and no preposition last week etc.
Lesson objectives Identify the details while rereading very short fiction and non-fiction
texts using support
Identify short supported questions on general and some curricular
topics
Describe position of buildings using prepositions of place
Plan
Planned Planned activities Learners’ Evaluation Resource
timings activities s
Begining Greeting & Objectives Pupils stand Verbal
5 min Warm-up in a circle evaluation
In turns they practice using the following holding
language: flashcards of
L1: In this picture I can see a circle building differently
(shows his\her picture to the rest of the class). shaped
L2: Me too (looking at his neighbor`s picture).
buildings.
Then he\she shows her picture and says: In this
picture I can see a square building.
L3: me too. (continue until everyone finishes)

Middle Presentation Leaners

15 min Spot the shape game revise the
Leaners are divided into four groups. Each prepositions.
group takes one big picture with buildings Learners
of different shapes. They work in a group play Spot
(pair) and try to find as many shapes of the shape.
buildings as they can. Learners
(Groups present their picture to the rest describe the
of the class) buildings
I can see a (circle) building.
I can see (two) square buildings and so
on.
SA READING
20 min Task 1. Read the text about houses Learners Individual
and identify each house. write avaluation
Write Mark’s house, Paul’s house Mark’s
and John’s house under the correct house,
picture. Paul’s house
 There are many types of houses. John, and John’s
Mark and Paul lived in wooden cottages house under
last summer. The houses were nice. the correct
Children played games and had meals in picture.
beautiful yard of Mark’s house. There
was a path from the stone fence to the
door of Paul’s house. There was a
balcony on the brown roof of John’s
house. They liked their cottages very
much.

LISTENING
Task 2. Listen to the story. Answer the
question. Fill in the gaps with Learners
prepositions. Teacher reads the text. listen to the
story,
Where is the Toy Store? The Toy Store answer the
is between the Music Store and the question, fill
Restaurant. in the gaps
Where is the Flower shop? The Flower with
shop is at the corner Santos Dumont prepositions.
street and Rosa e Silver Avenue.
Where is the Pet Shop? The Pet Shop is
behind the Supermarket.
Where is the Hospital? Hospital is near
the Pet Shop.
Where is the Supermarket? The
supermarket is in front of the
Restaurant.
Where is the bank? The bank is opposite
the Bookstore.
Where is the Fast Food Restaurant? The
Fast Food Restaurant is next to the
School.
End REFLECTION Learners Self-
5 min There smiley faces are on the board. reflect on assessment
(happy and sad) their
T. suggests choosing any smiley face. Ss learning
will choose one and put on their desks.
Well what did we do in our lesson?
Home task: to revise vocabulary
Saying good-bye

LESSON 29 Unit 4: Buildings

Teacher name: Rogova V.V. School: Stavropolka Secondary School
Date:
Grade: 3 Number present: Number absent:
Theme of the lesson: Around the house

Learning 3.1.4.1- understand a limited range of short supported questions on

objectives general and some curricular;
3.2.2.1- ask questions to find out about present experiences on a
limited range of general and some curricular topics;
3.4.1.1- plan, write and check short sentences with considerable
support on a limited range of personal, general and some curricular
topics;
3.4.2.1- write with support short basic sentences with appropriate
spaces between words;
Lesson objectives Learners will read and use comprehension strategies to match
sentences to correct buildings.
Learners will listen to directions and follow accurately.
Plan
Planned Planned activities Learners’ Evaluation Resource
timings activities s
Begining Greeting & Objectives
5 min Warm Up: Learners
Verbal
Leaners are given a sheet of paper. sit in a circle evaluation
They have four minutes when they have and play a
to write all topical vocabulary they snowball.
remember. (they should have correct
spelling of words and their translation)
Ex: A: a top
B: a top and a gas station
C: a top, a gas station and a garage
(they use their topical vocabulary and
use articles correctly)
Middle Practice Learners
35 min Teacher has 6 pictures of household should draw a Individual
objects: one for each of the rooms of a picture of a avaluation
house, for example: bed (for the house; make
bedroom), refrigerator (for the kitchen), sure to draw
and shower (for the bathroom), TV (for it as big as
the living room), dining table (for the possible to
dining room), and flowers (for the fill the house.
garden).
- Next, hold up the cut out "bed" teach the
word. Ask one student to stick the picture in
one of the rooms. Do the same with the other
5 pictures, each time eliciting the word and
getting a student to stick on their house so that
each room has a picture in it (and one outside
in the garden). Now, elicit/teach the words for
rooms of the house and garden: point at the
bedroom and ask "What room is this? » If no
one knows, say, "Well, it has a bed and it is a
 room, so it's a ..." and try and elicit
"bedroom". Then write the word in the room
and chorus 3 times and spell it.
- bathroom: a room with a bath
- living room: a room where we live
- dining room: a room where we eat
dinner (dinner room ... dining room)
- kitchen: a room where we dish the
washes
- garden: a place with a lot of trees and
flowers.

Speaking.
The teacher asks the following
questions:
1. Where in the house do you brush Learners
your teeth? (I brush my teeth in the Mutual
should write avaluation
bathroom) all the
2. Where in the house do you cook questions and
food? (I cook food in the kitchen) answers in
3. Where in the house do you sleep at their
night? (I sleep in my bedroom) notebooks
4. Where in the house do you eat
dinner? (I eat in the dining room)
5. Where in the house do you sit with
your family and watch TV? (I watch
TV in the living room)

Practice
part of large building with 4 to 12 Learners
floors match the
place, where father keeps his car Verbal
descriptions evaluation
house with one floor with words
house with two floors for one family

End Reflection: Ask Students to close their Learners Self-

5 min eyes. Using thumbs up or thumbs reflect on assessment
down, ask Students which activity was their learning
most difficult.
Home task: practice questions and
answers.
Saying good-bye

LESSON 30 School: Stavropolka Secondary School

Unit 4: Buildings
Date: Teacher name: Rogova V.V.
Grade: 3 Number present: Number absent:
Theme of the Around the house
lesson:
Learning 3.1.4.1- understand a limited range of short supported questions on
objectives general and some curricular;
3.2.2.1- ask questions to find out about present experiences on a
limited range of general and some curricular topics;
3.3.3.1- begin to read with rereading and usual support very short
simple fiction and non-fiction texts on a limited range of general and
curricular topics;
3.4.1.1- plan, write and check short sentences with considerable
support on a limited range of personal, general and some curricular
topics;
3.5.4.1- use determiners a, an, the, some, any, this, these, that, those to
refer to things on a limited range general and some curricular topics
Lesson objectives Write a story of 10-12 grammatically correct sentences, describing
their dream house
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining Greeting & Objectives
5 min Warm Up: Learners
Verbal
Greet students and let them take their answer the evaluation
places. Ask some lesson-opening questions
questions.
i.e. What date is it today? What day is
it today? What is the topic of the
lesson? Etc.
Write the objective(s) on the board.
Draw students’ attention to the lesson
objective(s), make sure they all
understand them (ask simple
comprehension checking questions if
necessary)
Middle My dream house poster
35 min - tell students to go through their
‘RAFTs’ before drawing and writing,
to refresh their minds on what they
planned yesterday
- pass out story templates and explain
to students they should only fill it in
when they finish
drawing/coloring/designing their
houses
 (NOTE: in case some students strongly wish
to start with the story, let them do so, but
inform that their poster should (at the end) Learners Individual
100% correspond to the story) make posters avaluation
and write
- inform students they’ll have 30 min stories
to make their posters and write stories describing
describing them them
- remind (or write on the board)
students that the their story volume is
10-12 sentences (2 per each room in
the house)
- pass out A3 sheets with house
outlines and any necessary stationery
items some students may not have
(markers, pencils, rubbers, etc.)
- set a timer and let students start their
work
- circulate the room to make sure all
learners are engaged and on task; assist
if necessary

End Reflection: ask students to hand in Learners Self-

5 min their posters but leave their stories to reflect assessment
themselves
Home task: to prepare their stories for
presentation for the next lesson

Saying good-bye
LESSON 31 Unit 4: Buildings
Teacher name: Rogova V.V. School: Stavropolka Secondary School
Date:
Grade: 3 Number present: Number absent:
Theme of the Summative control work for the 2nd term
lesson:
Learning 3.L1 Understand short supported classroom instructions in an
objectives increasing range of classroom routines
3.R6 Understand with considerable support, some specific information
and detail in short, simple texts on a limited range of general and some
curricular topics
3.W7 Spell a growing number of familiar high-
frequency words accurately during guided writing activities
3.UE14 Use prepositions of location and position: at, behind, between,
in, in front of, near, next to, on, under, above to describe where people
and things are; use prepositions of time: on, in, at to talk about days
and times and no preposition last week etc.
Lesson objectives Learners listen to the teacher’s instructions and follow them
accordingly.
Learners read the text about «My Day and Night» and choose the
correct answer to the questions.
Learners put the letters into the correct order and write the words.
Learners choose one picture to describe the object on it and tell about
their past experiences. They should use any prepositions in a talk.
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining ORGANIZATION MOMENT Greeting Worksheet
2 min 1.Greeting
2. Lesson objective
SA LISTENING Learners Individual
40 min Task 1. Listen to the teacher’s listen to the avaluation
instructions and follow them. Finish teacher’s
the sentence: I am at the _______ instructions
Teacher reads: and follow
1. Look at the map. Find the Flower shop.
Put a tick under the Flower shop.
them.
2. Take a red pencil. Draw an arrow
moving from the flower you drew along Finish the
Santos Dumont Street to the crossing. Turn sentence
right to Rosa a Silva Avenue.
3. Move forward to the restaurant. Write a
big letter R below the restaurant.
4. Turn left at the crossing. Pass the
supermarket. What is the building next to it?
5. What is the opposite Pet Shop? Welcome
 to the ______.

READING Learners
Task 2. Read the text and choose the read the text
correct option to answer the and choose
questions. the correct
My Day and Night
Hi! My name is Jake. I live in the USA. I wake option to
up in the morning at 7 o’clock. At a quarter to answer the
8, I eat breakfast. I go to school at half past 8 questions
by bus. At school, I learn about many things.
In the afternoon I do homework. At 8 o’clock I
eat dinner. I go to sleep at 10 o’clock at night.
Circle the correct answer
1.What time does Jake wake up?
A. 7 o’clock B. half past 7C. 6 o’clock
D. a quarter to 8
2.What time does Jake eat breakfast?
A. half past 7 B. a quarter to 8C. half past 8
D. a quarter to 9
3.What time does Jake go to school?
half past 8 in the morning B. half past 8 in the
afternoon
4.What time does Jake eat dinner?
A. half past 7 B. a quarter to 8 C. 8
o’clock
D. a quarter to 9
5.What time does Jake go to bed at night?
A. half past 11B. a quarter past 10 C. a
quarter to 10 D. 10 o’clock Learners put
WRITING the letters in
Task 3. Put the letters in the correct the correct
order. Spell the word out. Write the order, spell
words. the word
Days of the Week. Unscramble the out, write
words. the words.
Tuysade, Wseanedyd, Thusrdya,
Fyraid, Learners
Mdnayo. describe one
SPEAKING of the
Task 4. Look at the pictures. Describe picture
one of the objects. Tell about the places
you lived, visited, saw, travelled there
last summer. Use any prepositions: at,
behind, between, in, in front of, near,
next to, on, under, above. You don’t
need to use all of them.
End Reflection Learners Self-
3 min Tree of success reflect assessment
Green leaf - I totally understand
Yellow leaf - I understand the lesson but
 I need some helps
Red leaf - I don't understand
Home task: to revise grammar themes
Saying goodbye

LESSON 32 Unit 4: Buildings

Teacher name: Rogova V.V. School: Stavropolka Secondary School
Date:
Grade: 3 Number present: Number absent:
Theme of the Unit revision
lesson:
Learning 3.3.4.1 use with some support a simple picture dictionary;
objectives 3.5.14.1 use prepositions of location and position: at, behind, between,
in, in front of, near, next to, on, under, above to describe where people
and things are, use prepositions of time: on, in, at to talk about days
and times and no preposition last week
Lesson objectives write basic sentences with basic words, phrases and short; sentences
using visuals with no support about the buildings
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining GREETING
5 min Warm-up Learners name Verbal
Learners name the buildings they the buildings evaluation
remember. The topic and Los are they
presented. remember.
Middle Presentation
35 min A building where you go to check out Learners name Individual PPT
books or to read books the buildings avaluation
A building where you can have and describe
delicious food them, then
A building where you buy petrol for they listen to
your car the meanings
A building where you sleep in a and guess the
campsite buildings
A building where you keep your
money
A building where you study
A building where you go when you
are sick
A building where you go to see old
things in it
A building where you go to send
mails
A building where they help people to
 stay safe
A building where you keep your
domestic animals
A building where you buy food and
products.
A building where you have an office
A building where you park your car DIDACTI
Leaners play prepositions game: at, C
behind, between, in, in front of, near, MATERIA
next to, on L1

Task 1 Learners read

Read the descriptions and fill the gaps the
with the words under the pictures descriptions
and fill the
Task 2 gaps with the
Look at the map, use the words under
prepositions of location and position: the pictures
at, behind, between, in, in front of,
near, next to, on to tell where these
places are:
Differentiation by level:
High level students: at, behind, between,
in, in front of, near, next to, on to tell
where the places
Low level students: use the prepositions of
location and position: at, between, in, on
to tell where the places

Smiles Values!
Refer the pupils to the Smiles Values!
section and read it aloud.
Have a discussion, in L1 if necessary,
about the moral of the story. Tell the
pupils that we shouldn’t be lazy and
let others do the work for us. We
should all work. Work is fun and is
rewarded.

End Reflection Learners Self-

5 min Learners reflect on their learning: complete the assessment
What has been learned? Self-
What remained unclear? assessment
What is necessary to work on paper.
Home task: Project: My favourite
housework
Ask pupils to tell you what
housework they do at home or what
they can do. Then ask them to draw a
picture of it.
Saying goodbye