Unit:5 Hot and cold

Teacher’s name: Sagynbek Gulnara

Date: 15.01.2024
Grade: 4 Д,Е Number present: absent:
Theme of the lesson: Weather 1
Learning objectives(s) that this 4.L4 understand a limited range of short supported questions on general and some curricular
lesson is contributing to: topics
4.S7 contribute a growing range of suitable words, phrases, and sentences including giving
opinions during short pair, group and whole class exchanges
4.R5 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: All learners will be able to: memorize the topical words some curricular topics.
Most learners will be able to: practice the phrases and sentences during the pair work.
Some learners will be able to: remember the main opinion of the story and express clearly.
Assessment criteria -define the words correctly in matching task.
-memorize the basic information and completesentences.
Value links Ls will work together as a group showing respect and being polite with each other.
Cross curricular links Natural science
ICT skills Using videos & pictures, working with URLs
Previous learning Learners will need to be familiar with/Structures: present continuous; -ing form; conjunctions.
Swimming is usually a summer activity but skiing is a winter activity. What am I doing? You're
swimming. It's summer!Target vocabulary Weather.
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of the Organization moment : e.g. Teacher: There is a blue bed in At the organization PPP-2
lesson 1.Greeting. the room. Pupil 1: No. Teacher: moment T supports
Warming-up 2. Organization moment. There are six paintings on the wall. Ss to express their
5 мин. (An activity to revise the language Pupil 2: Yes. etc. speech clearly
of the previous lesson.) The aim: revise and continue the using .«The praise»
Attract Students attraction to pay meaning of the dialogue to method to evaluate
attention. Ask him/her to think of a develop memory skills. Ss. like:
weather condition and mime it. The Efficiency: develop speaking “Good job!
rest of the class has to guess the skills and pronounce the new Well done!”
weather condition. The pupil that vocabulary correctly.
guesses correctly first, comes to the
front of the classroom and the game
continues. e.g. Pupil 1: (mimes
sweating)Pupil 2: It's hot! etc
Pre-learning Match the words to the pictures. The pupils read the words and Feedback: Pupil’s book
Individual work Then listen and check? (Track 2 match them to the pictures. Then “Sandwich” Smiles 4.
35 min. CD2) they listen again and check their Well done, you name Page 70
Pupils' books closed. Put up the answers. all the pictures Ex 5.
Camping poster on the board. Point Aim: develop the Ss listening and correctly and learn PPP-3
to the items, one at a time, and say quickness skills. to use topical
the corresponding words. The pupils Efficiency:learn to express view vocabulary.
repeat, chorally and/or individually. points and develop critical
Point to each item in random order. thinking skills Descriptor:
Ask individual pupils to name them. Differentiation: -match the words
Pupils' books open. Play the CD. The This task differentiated by the time -listen the words
pupils listen and repeat. If you wish, management. More able Ss finish and check.
play the CD again pausing after each firstly and less able Ss finish later. 1 point.
word. The pupils repeat, chorally
and/or individually.
Allow the pupils some time to
complete the activity.
Middle of the 2 Complete. Then choose the right Ss define the words. T supports Ss to Pupil’s Pupil’s book
lesson picture. Ex 6 2 firewood express their speech Smiles 4.
Read and find the words. 3 whistle clearly using «The Page 70
Individual work. Explain the activity. Allow the pupils praise» method to Ex 6.
. enough time to complete the activity. 4 campfire evaluate Ss. like:
Check their answers. 5 camp stove “Good job! PPP-4
Differentiation: more able SS Well done!”
answer the questions and give correct rope
6
answeers, less able Ss work through 7 blanket
T’s support.
Aim: develop speaking skills and
understand the description clearly.
Efficiency: improve vocabulary
and usage of vocabulary.

Individual work. (Activities to present and practise The pupils repeat, chorally and/or T supports Ss to Pupil’s book
“STUDY 'have to/don't have to'and individually. Underline the words express their speech Smiles 4.
SPOT” 'must/mustn't’.) in bold and explain that we use clearly using «The Page 71
Complete the sentences. Use: must have to for necessity and don't praise» method to Ex 7.
 or mustn't. have to for lack of necessity. evaluate Ss. like: PPP
Pupils' books closed. Say and write The pupils complete the questions. “Good job!
on the board: You must do your Then they answer the questions Well done!”
homework. You mustn't throw about themselves.
rubbish. The pupils repeat, chorally Aim: use grammar usage correctly
and/or individually. Underline the and say obligation correctly.
words in bold and explain/elicit that Efficiency:
these are modal verbs. Explain that Know the rule of modal verb and
we use must for obligation and practice in conversation.
mustn't for prohibition. Then say and Differentiation:
write on the board: have to study for More able Ss give meaningful
the test. You don't have to wear a examples and less able Ss give
jacket. Explain that the modal verbs short answers. This task
are the same for all persons. differentiated by the level of Ss.
Pupils' books open. Go through the
Study spot section briefly. Read aloud
Camping safety and elicit what it
means. Explain the activity. Go
through the sentences and
elicit/explain any unknown words.
Allow the pupils some time to
complete it. Check their answers.
Individual work You want to go camping. Talk with Ss suggested answer. Feedback: ex 8. Page 71.
your friend and find out about A: Do I have to pay? “Sandwich” Pupil’s book. Smiles 4.
what B: Yes, you have to. Do I have to method. PPP-5
you have to/don't have to do at a cook? Great! You can
campsite. A: No, you don't have to. Do I make a good and
Pupils' books closed. Say and write have to wash my clothes? meaningful
on the board: Do I have to study for B: Yes, you have to. Do I have to dialogue, but you
the test? Yes, you have to.The pupils clean around my tent? A: Yes, you need some preparing
repeat, chorally and/or individually. have to. Do I have to have a camp .
Underline the words in bold and stone? B: No, you don't have to.
explain how we form questions with Aim: improve usage of grammar
have to and how we give positive materials
short answers.Then say and write on Efficiency: develop speaking
the board: Do I have to wear a skills.
jacket? No, you don't have to.The Differentiation:
pupils repeat, chorally and/or More able Ss act out with less able
individually. Underline the words in Ss to support them.
bold and explain how we give
negative short answers.
Pupils' books open. Refer the pupils
to the picture and read the dialogue
aloud. Explain the activity. Go
through the prompts and
elicit/explain any unknown words. In
pairs, the pupils talk about what they
have
Ask a few pairs to report back to the
class.
End of the (An activity to consolidate the Ss define the scrambled words. “Sandwich” Whiteboard
lesson. language of the lesson.) method. PPP -6
Write on the board a word from Ex. 5 Aim: to check Ss general Great! You can find
Reflection with scrambled letters. Ask a pupil to comprehension and revise the new the correct words,
come to the board and write the theme. but you need some
Individual work: word. Ask the rest of the pupils for Efficiency: revise the topical practice the spelling
5 min. verification. Repeat with other pupils. words completely. again..
Unit:5 Hot and cold
Teacher’s name: Sagynbek Gulnara
Date: 16.01.2024
Grade: 4Е,В Number present: absent:
Theme of the lesson: Weather 2
Learning objectives(s) that this 4.L4 understand a limited range of short supported questions on general and some curricular
lesson is contributing to: topics
4.S7 contribute a growing range of suitable words, phrases, and sentences including giving
opinions during short pair, group and whole class exchanges
4.W8 to include appropriate use of a full stops and question marks, as sentence level with some
accuracy when writing independently
Lesson objectives: All learners will be able to: define the name of pictures correctly
Most learners will be able to: express the half parts of sentences correctly
Some learners will be able to: make sentences intelligibly to express to the others
Assessment criteria -write the words correctly in the picture
-match the descriptions correctly
Value links Ls will work together as a group showing respect and being polite with each other.
Cross curricular links Natural science
ICT skills Using videos & pictures, working with URLs
Previous learning Learners will need to be familiar with/reminded of theStructures: Consolidation.
Language in use: Right everyone! We must put up the tents before it gets dark!
Target vocabulary, Consolidation.
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of the Organization moment : Ss act out the previous lesson At the organization PPP-2
lesson 1.Greeting. dialogue again. moment T supports Pupil’s book
Warming-up 2. Organization moment. The aim: revise and continue the Ss to express their Smiles 4.
5 мин. (An activity to revise the language meaning of the dialogue to speech clearly Page 73
of the previous lesson.) develop memory skills. using .«Orally Ex13
Ask two pupils to come to the front Efficiency: develop speaking feedback» PPP-2
of the classroom and act out the skills and pronounce the new method to evaluate
dialogue from the previous lesson vocabulary correctly. Ss. like:
(Ex. 13). Repeat the activity with “Good job!
other pupils. Well done!”
Pre-learning (Activities to present and activate the Pupils' books open. Play the CD. Feedback: Pupil’s book
Individual work new language.) Listen, point and The pupils listen, point to the “Sandwich” Smiles 4.
repeat. words and repeat. If you wish, Well done, you say Page 74
Look, choose and write. Then listen play the CD again pausing after all the Ex 16.
and check. each word. The pupils repeat, characteristics of
Pupils' books closed. Put the Weather chorally and/or individually. pictures correctly
poster up on the board. Point to the Aim: develop the Ss listening and and learn to use
items, one at a time, and say the quickness skills. topical vocabulary.
corresponding words. The pupils Efficiency:learn to express view
repeat, chorally and/or individually. points and develop critical
Point to each item in random order. thinking skills
Ask individual pupils to name them.
Middle of the STUDY SPOT The pupils repeat chorally and/or T supports Ss to Pupil’s Pupil’s book
lesson (Activities to present and practise individually. Pupils' books open. express their speech Smiles 4.
the modal 'can'.) Go through the Study spot section clearly using «The Page 75
Individual work. Make sentences. briefly. Read the example and praise» method to
35 min. Pupils' books closed. Briefly revise explain the activity. evaluate Ss. like: PPP-3
the modal can. Explain that it is the Aim: develop grammar literacy “Good job!
same for all persons. Then, say and ans use in sentences intelligibly. Well done!”
write on the board: Can you close the Efficiency: learn the structure of
door, please? Yes, I can. Underline can and practice.
the word in bold and explain that we
use can for requests. Then, say and Differentiation: more able SS
write on the board: Can I go out, answer the questions and give
dad? No, you can't. The pupils repeat examples, less able Ss work
chorally and/or individually. through T’s support.
Underline the word in bold and
explain that we also use can to ask
for permission.
Go through the prompts and
elicit/explain any unknown words.
Allow the pupils some time to
complete the activity. Check their
answers.
Individual work. What does the teacher have the Ss follow teachers instruction. Descriptor: Pupil’s book
“A fire drill” children do when there is a fire The teacher has the children walk -follow instruction Smiles 4.
min. drill? Listen and number. Then to the main door. She has them -find the correct way Page 75
say. Elicit/explain what a fire drill is. walk outside in a line. of helping Ex 19.
Read the instructions and explain the Then the teacher has the children
activity. Play the CD. The Ss listen go to the meeting point. «The praise»
 and number the prompts. Check their She has the children wait quietly. method to evaluate
answers. Then, read aloud the Aim: develop critical thinking Ss. like:
example and ask individual pupils to skills and logical thinking skills. “Good job!
tell you what the teacher has the Efficiency: Well done!”
children do when there is a fire drill. Know the rule of helping to others
AUDIOSCRIPT during the accident.
Differentiation:«Matching» method
defines the general comprehension of
Ss. Less able Ss do the ex by little
support .
Individual work Make a new dialogue with your Suggested answer of Ss. Feedback: White paper and sample dialogue from the
friend. Dana: I love camping. “Sandwich” book, ex 19. Page 75.
Refer the pupils to the picture and the Ulan: Me, too! Let's get everything method. Pupil’s book. Smiles 4.
dialogue. Play the CD.The pupils ready. We must collect the Great! You can
listen and follow along. Pause the CD firewood. make a good and
for the pupils to repeat, chorally Dana: Can I bring water from the meaningful
and/or individually.The pupils, in river? dialogue, but you
pairs, act out similar dialogues about Ulan: Yes, it's not far. And we need some preparing
themselves. Go around the classroom must cook on the camp stove, too! .
providing any necessary help. Ask Dana: I can do that
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: I love camping.
B: Me, too! Let's get everything
ready. We must. . . . A: Can I . . . ?
B:. . . . And we must..., too!
A: I can do that.
End of the (An activity to consolidate the Ss answer the questions. “Sandwich” Whiteboard
lesson. language of the lesson.) A: Can I wear your jacket? method. PPP -6
Write the following prompts on the B: Yes, you can. Great! You can
Reflection board. If you wish, you can use your A: Can I eat in class? make a good and
own prompts. B: No, you can't. meaningful
Individual work: wear your jacket (/) A: Can I go camping? dialogue, but you
min. use your penknife (X) B: Yes, you can. need some preparing
eat in class (X) A: Can I leave early? .
play video games (X) B: No, you can't.
go camping (/) A: Can I use your penknife?
go skating (/) B: No, you can't.
leave early (X) A: Can I play video games?
Ask two pupils to come to the front B: No, you can't.
of the classroom. One pupil asks a A: Can I go skating?
question using can and one of the B: Yes, you can.
prompts. The other pupil replies
according to the prompts. Repeat Aim: to check Ss general
with other pupils. comprehension and revise the new
theme.
Efficiency: revise the topical
words completely.
Unit:5 Hot and cold
Teacher’s name: Sagynbek Gulnara
Date: 22-23.01.2024
Grade: 4В,Д,Е Number present: absent:
Theme of the lesson: Weather 2
Learning objectives(s) that this 4.S7 contribute a growing range of suitable words, phrases, and sentences including giving
lesson is contributing to: opinions during short pair, group and whole class exchanges
4.R5 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: All learners will be able to: make a sentence through support of auxiliary card
Most learners will be able to: complete the story with necessary information.
Some learners will be able to: make a sentences using modal verbs
Assessment criteria -define the words correctly in matching task.
-memorize the basic information and complete sentences.
Value links Ls will work together as a group showing respect and being polite with each other.
Cross curricular links Natural science
ICT skills Using videos & pictures, working with URLs
Previous learning Ss know the modal verbs have to, don’t have to and must, mustn’t
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of the Organization moment : Students listen to the teacher and At the organization https://youtu.be/l7r_jkIqvIg PPP-2
lesson 1.Greeting. repeat the examples after teacher moment T supports
Warming-up 2. Organization moment. and give examples, too. Ss to express their
3 мин. Teacher shows a video about modal The aim: ensure correct writing speech clearly
verb can/can’t. skills and improve literacy skills. using .«The praise»
Then giving some examples drills Efficiency: develop speaking method to evaluate
again. skills and pronounce the topic Ss. like:
vocabulary correctly. “Good job!
Well done!”
Pre-learning Looking at the picture match the Ss match the dialogue according Feedback: Pupil’s book
Individual work dialogues to some of the words in the meaning of the picture. . “Sandwich” Smiles 4.
5 min. Ex 16. Aim: increase short term memory Well done, you find Page 74
and increase attention to detail, all the correct Ex 17.
Teacher explain the instruction of the improve the ability to find answers and learn PPP-3
task and manage a time. similarities and differences in to use topical Worksheet - 1
During that time Teacher support objects vocabulary.
through drilling new words and give Efficiency: help to classify objects
some help for less able Ss. that are grouped by similar traits Descriptor:
Then Ss read the correct answer to and develop critical thinking skills -match the dialogue
the class. Differentiation: -read the dialogue
This task differentiated by the time 1 point.
management. More able Ss finish
firstly and less able Ss finish later
with prompt cards.
Middle of the Make sentences. Ss make a sentence and read for T supports Ss to Pupil’s Pupil’s book
lesson Ex 18. the class for checking with others. express their speech Smiles 4.
Teacher explains the instruction of Aim: develop speaking skills and clearly using «The Page 75
Individual work. the task. Ss should reorder the understand the description clearly. praise» method to Ex 18.
10 min. sentences and make a correct Efficiency: develop and integrate evaluate Ss. like: Worksheet - 2
sentence. the use of the language skills “Good job! PPP-4
Well done!”
Differentiation: more able SS
answer the questions and give correct
answeers, less able Ss work through
T’s support.

Individual work. What does the SS do when there is a Ss work in groups and write T supports Ss to
“A fire drill” fire drill? sentences. After finishing the task, express their speech White paper A4.
10 min. Looking at the ex 20. Students write a presenter will read for the class. clearly using «The
an actions about themselves. Teacher will evaluate according to praise» method to
Before doing this task Teacher their correct answer. evaluate Ss. like:
divides Ss into 3 groups. Aim: select their own topics and “Good job!
Group 1 – is red color. write about what is meaningful to Well done!”
Group 2 – is green color them.
Group 3 – is yellow colors. Efficiency: the best way
Teacher explain each Group’s for personal development, both
instruction. Red group they will write socially and cognitively.
negative sentences. Differentiation:
Green group write positive sentences More able Ss give meaningful
and yellow group write mixed examples and less able Ss give
sentences both negative and positive. short answers. This task
differentiated by the level of Ss.
Individual work Put the can/ can’t to the gaps. Ss complete the task with Feedback: Worksheet -3
 8 min 1. I ___ only speak English. I don't can/can’t. “Sandwich” PPP-5
know any other languages. Aim: improve usage of grammar method.
2.What sports ____ you play the materials Great! All of you
best? Efficiency: develop writing skills. could complete the
3.A dog ___ be man's best friend, but Differentiation: missing grammar
it can't help with the chores. According to the understand of correctly. But you
4.Narrow-minded people ____ see grammar Ss complete the gaps. take a lot ime to this
the future very well. Less able Ss complete with little task.
5. Fish _____ breathe outside the support More ables.
water.
6.____ you cook?
7. Denis doesn't want to go
swimming with us because he
____ swim.
8. It's really dark here, I ______ see
anything.
End of the Teacher check the understand of Ss answer the questions and say “Sandwich” Whiteboard
lesson. Ss with concept checking questions. reasons in English. Suggested method. PPP -6
1. Teacher take a text and read, answer: Yes, you can. Because Great! You can give
Reflection then ask Ss “Can I read?” you jump now. correct answer, but
2. Teacher jump and asks “Can I you need some
Individual work: jump”? Aim: to check Ss general practice the spelling
4 min. 3. Teacher sing a song as a bad comprehension and revise the new again.
singer, and asks “Can I sing a theme.
song?” Efficiency: revise the topical
words completely.
Unit:5 Hot and cold
Teacher’s name: Sagynbek Gulnara
Date: 24-25.01.2024
Grade: 4 v.d.e Number present: absent:
Theme of the lesson: Volcanoes1
Learning objectives(s) that this lesson is 4L6 understand some specific information and detail of short,
contributing to: supported talk on an increasing range of general and some curricular topics
4.R3 recognise basic opinions in short, simple texts on an increasing range of general
range of general and some curricular topics
Lesson objectives: All learners will be able to: memorize the specific information of short supported
talk some curricular topics.
Most learners will be able to: respond to the basic question of a short story.
Some learners will be able to: write a lot of words in a limited time.
Assessment criteria -underline the grammar based words correctly
-define the correct words in a multiple choice task.
Value links Ls will work together as a group showing respect and being polite with each other.
Cross curricular links Natural science
ICT skills Using videos & pictures, working with URLs
Previous learning Ss know the modal verbs have to, don’t have to and must, mustn’t
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time

Beginning of the Organization moment : Students write 3 sentences about At the organization White paper A4.
lesson 1.Greeting. weather. Suggested answer key moment T supports PPP-2
Warming-up 2. Organization moment. A: I saw a big ball of snow rolling Ss to express their
7 мин. (An activity to revise the language down the mountain. speech clearly
of the previous lesson.) B: Avalanche, etc. using .«The praise»
Ask the pupils to make up 3 method to evaluate
sentences about a weather condition The aim: use sight words and Ss. like:
or natural disaster from the previous drawings to practice “Good job!
lesson without saying what it is. Then their writing skills. Well done!”
in pairs, the pupils say their sentences Efficiency: ensure the general
to their partner and see if they can comprehension about previous
guess the correct answer. lesson.
Pre-learning Activities to develop the pupils' Then individual pupils read out the Feedback: Pupil’s book
Individual work reading and writing skills.) text. Answer key “Sandwich” Smiles 4.
10 min. Read and underline. Then listen eighty 4 have 6 up Well done, you find Page 76
and check. have 5 or all the correct Ex 21.
Explain the activity. Allow the pupils Then individual pupils read out the answers and learn
some time to read the text and text. to use topical
underline the correct words. Play the Aim: learn to define important vocabulary.
CD. The pupils listen and check their point of the text.
answers. Efficiency: help to define the Descriptor:
types of modal verbs correctly. -read the dialogue
Differentiation: -underline the main
This task differentiated by the time points.
management. More able Ss finish 1 point.
firstly and less able Ss finish later
after giving right answers.
Middle of the Listen and circle. Ss circle the correct sentences. Feedback: Pupil’s Pupil’s book
lesson Read aloud the title and elicit from Answer key “Sandwich” Smiles 4.
the pupils what they know about Hawaii 4 There aren't any Well done, you find Page 76
Individual work. volcanoes. Explain the activity. Go Pacific 5 Etna all the correct Ex 22.
7 min. through the sentences and largest volcano in Europe is answers and learn Worksheet - 1
elicit/explain any unknown words. Mount Etna in Italy? Well that's to use topical PPP-3
Play the CD. The pupils listen and all about volcanoes vocabulary.
circle the correct word/phrase. Check Aim: develop view points of Ss
their answers. and reading skills. Descriptor:
AUDIOSCRIPT Efficiency: ensure the reading -read the task
And now let's talk about volcanoes. skills through drilling new words -circle the correct
Did you know that the word Volcano after the teacher. answer
comes from the word Vulcan, the Differentiation: 1 point.
Roman god of fire? Yes, that's right. More able Ss did the task
As for the largest active volcano, correctly, less able Ss correct their
that's Mauna Loa and it's in Hawaii. task after presenting the task.
So if you want to see it up dose, then
you have to visit Hawaii. And when
you are in Hawaii, you can visit other
volcanoes, too. Why? Because most
volcanoes are in the Pacific Ocean.
There are more than 1,000 volcanoes,
but there aren't any volcanoes in the
UK. And did you know that the
Individual work. Portfolio: Talk with your friends. The pupils, in pairs or in groups, Feedback:
“PORTFOLIO Then write a small text about a talk about a campsite in their “Sandwich” Pupil’s Pupil’s book
 ” campsite in your country. country. Very good, you can Smiles 4.
10 min. For homework, tell the pupils to Aim: learn how to introduce and introduce your Page 76
write about the campsite using the develop vocabulary to express country very good, Worksheet - 2
text in Ex. 21 as a model. Then help ideas clearly. but you should PPP-4
them file their writing activities in Efficiency: learn to follow the follow the
their Language Portfolios. instruction and learn to be a instruction.
guider.
Differentiation:
More able Ss give meaningful
examples and less able Ss give
short answers. This task
differentiated by the level of Ss.
Group work Let's sing! The pupils listen and sing the At the end T Worksheet -4
3 min Refer the pupils to the picture. Ask: corresponding verse.Time supports Ss to PPP-5
What's the weather like in London permitting play the CD a third express their speech
Town? Elicit: It's windy and rainy. time for the pupils to sing the song clearly using .«The
Then say as you mime: It's a windy as a class. praise»
day in London Town, a windy, windy Aim: develop control of pulse and method to evaluate
day. The pupils repeat,chorally rhythm Ss. like:
and/or individually. Repeat with Efficiency: this method is the best “Good job!
rainy. way to learn the language, helps Well done!”
Play the CD.The pupils listen and remember the topical words
follow along in their books. Divide clearly.
the class into two groups. Assign a
verse to each group. Play the CD.
End of the Teacher gives each S. stickers, they Ss write comments and hung it up “Stickers” Whiteboard
lesson. write comments and wishes about to the board. PPP -6
this lesson. Aim: to check and know Ss
Reflection wishes for the next lesson.
Efficiency: learn to comment
Individual work: somebody and develop critical
3 min. thinking skills.
Unit:5 Hot and cold
Teacher’s name: Sagynbek Gulnara
Date: 29-30.01.2024
Grade: 4В,Д,Е Number present: absent:
Theme of the lesson: Volcanoes 2
Learning objectives(s) that 4.S6 take turns when speaking with others in a growing range of short, basic exchanges
this lesson is contributing to: 4.R3 recognise basic opinions in short, simple texts on an increasing range of general
range of general and some curricular topics
Lesson objectives: All learners will be able to: understand more about the structure of the earth.
Most learners will be able to: understand the structure of a volcano and be able to
recognize this in cross section.
Some learners will be able to: able to name and locate some of major volcanoes in North
and South America and the UK and Ireland.
Assessment criteria -define the correct answers of the task.
Value links Ls will work together as a group showing respect and being polite with each other.
Cross curricular links Natural science
ICT skills Using videos & pictures, working with URLs
Previous learning Ss know about volcano and some names of volcanoes
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time

Beginning of the Organization moment :  Pupil A stands behind Pupil B who At the organization White paper A4.
lesson 1.Greeting. is seated. moment T supports PPP-2
Warming-up 2. Organization moment.  The teacher asks them a Ss to express their Worksheet - 1
10 мин. Pupils take part in an ‘Around the question. No one else is allowed to speech clearly
World’ challenge. answer. using .
Ask the pupils to make up 3  If Pupil A answers first, they can «The praise»
sentences about a weather condition continue to travel ‘Around the method to evaluate
or natural disaster from the previous World’, standing behind the next Ss. like:
lesson without saying what it is. Then seated pupil, ready for another “Good job!
in pairs, the pupils say their sentences question. Well done!”
to their partner and see if they can  If Pupil B answers first, they get
guess the correct answer. the chance to travel ‘Around the
The winner is the pupil who answers World’ while Pupil A takes their
the most questions, therefore travels vacated seat.
the furthest.
The aim: correctly answer a question
posed by the teacher before one of
their classmates
Efficiency: ensure the general
comprehension about previous
lesson.
Pre-learning Teacher explains the shapes of Ss listen to the teacher and answer «The praise» PPP-3
Individual work Volcanoes. some questions about the shapes. method to evaluate Worksheet - 2
7 min. There are two shapes. Aim: Discuss the structure of a Ss. like:
1 Shield volcanoes. volcano with pupils. “Good job!
2. Composite volcanoes Efficiency: help to define the Well done!”
types volcanoes.
Middle of the Riddle time: Read and answer. SS look at the page 23 and find Feedback: Pupil’s Pupil’s book
lesson What always falls, but never gets answer and say to the class. “Sandwich” Smiles 4.
“Thinking cap” hurt? Aim: improve critical and logical Well done, you find Page 77
Individual work. (You can see it in the picture in thinking skills. the correct answer Ex 24.
2 min. Ex.23.) Efficiency: concern Ss for the and learn to use Worksheet - 1
Differentiation: task and learn to deceive the topical vocabulary. PPP-3
This task differentiated by the Ss audience with their meanings
quickness skills and logical thinking while riddle task. Descriptor:
skills. -read the riddle
-find the correct
answer
1 point.

Individual work. In three minutes, write … Ss write thing that they remember Feedback:
“Thinking cap” 1. Five kinds of weather. from previous lessons. “Sandwich” Pupil’s Pupil’s book
15 min. 2. Two winter activities. Aim: revise the previous lessons to Very good, you can Smiles 4.
3. Three summer activities. remember better. introduce your Page 76
4. Four things you can take Efficiency: memorize the country very good, Worksheet - 2
with you when you go information and repeat the spelling but you should PPP-4
camping. of topical words. follow the
5. Two things you mustn’t Differentiation: instruction.
do when you go camping. More able Ss give meaningful
Ss should write in three minutes examples and less able Ss give
words that learnt in previous lesson. short answers. This task
 differentiated by the level of Ss.
End of the What have we learned today? Give Ss write comments and hung it up “Post-it note” Whiteboard
lesson. each pupil a post-it note. They should to the board. PPP -6
write, or draw, one piece of Aim: to check and know Ss
Reflection information they have learned today. wishes for the next lesson.
Pupils can then stick their post-it note Efficiency: learn to comment
Individual work: on a wall or whiteboard (perhaps in somebody and develop critical
6 min. the shape of a composite volcano). thinking skills.
As a class did we remember
everything?
Additional information
DIFFERENTIATION – how do you plan to ASSESSMENT – how are you planning to check learners’ Health and safety rules
give more support? How do you plan to learning?
challenge the more able learners?
During the lesson some tasks differentiated by Reflection at the end of the lesson and teacher summary provides Provide some physical exercises for learners
outcomes of the students and by their abilities. support for progress and achievement, and challenge to thinking
All learners understand more about the structure and setting future objectives.
of the earth. Teacher evaluates with “The praise”.
Most learners understand the structure of a “Sandwich”
volcano and be able to recognize this in cross Very good, you can introduce your country very good, but you
section. should follow the instruction.
Some learners able to name and locate some of “Post-it note” write comments or interesting information that
major volcanoes in North and South America and they interested in.
the UK and Ireland.
Reflection
Were the lesson objectives/learning objectives
realistic?
Did all learners achieve the LO?
If not, why?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and why?
Summary evaluation
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson?
Unit:5 Hot and cold
Teacher’s name: Sagynbek Gulnara
Date: 31-1.01.2024
Grade: 4В,Д,Е Number present: absent:
Theme of the lesson:
Snow and ice 1
Learning objectives(s) that 4.R6 understand with some support, some specific
this lesson is contributing to: information and detail in short, simple texts on a growing range of general and some
curricular topics
4.L3 understand the main points of short supported talk on an increasing range of
general and some curricular topics
Lesson objectives: All learners will be able to: revise weather and camping to talk about season.
Most learners will be able to: pronounce topical words correctly and express specific
information with some support.
Some learners will be able to: express the main points of the theme correctly.
Assessment criteria -choose the correct items of each season.
-correct the sentences
-complete the sentences with the basic information.
Value links Ls will work together as a group showing respect and being polite with each other.
Cross curricular links Natural science
ICT skills Using videos & pictures, working with URLs
Previous learning Ss know about volcano and the weather chracteristics.
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time

Beginning of the Organization moment : Ss sing a song of previous lesson. At the organization Smiles-4.
lesson 1.Greeting. The aim: revise the previous moment T supports Pupil’s book.
Warming-up 2. Organization moment. lesson to connect with new lesson. Ss to express their Page- 77,
3 min. An activity to revise the language Efficiency: ensure the general speech clearly Exercise 23
of the previous lesson.) comprehension about previous using . PPP-2
Play the song from the previous lesson. «thumbs up, Worksheet - 1
lesson and ask the pupils to sing thumbs down»
along. method to motivate
Ss. like:
“Good job!
Well done!”
Pre-learning Choose and write on the igloo the Ss answers “Sandwich” Smiles-4.
Individual work words that have to do with snow Scarf, snowflake, penguin, winter, Well done, you find Pupil’s book.
7 min. and ice. ice crystal the correct answer Page- 78,
Say and write on the board snow and Aim: define the characteristics of and learn to use Exercise 26
ice. Have a brief class discussion. winter correctly and pronounce topical vocabulary. PPP-3
Read aloud the words and intelligibly. Worksheet - 2
elicit/explain any unknown Efficiency: help to define the
vocabulary. Explain the activity. types weather.
Allow the pupils some time to
complete it. Check their answers.
Middle of the Listen and read. Ss read the text and discuss each Feedback: Pupil’s Pupil’s book
lesson Refer the pupils to the pictures, one other. “Sandwich” Smiles 4.
Individual work. at a time, and have a class discussion. Aim: develop reading skills and Very well, you read Page 78
5 min. Play the CD. The pupils listen and ensure with the characteristics of the text accurately Ex 27.
follow in their books. weather in other world. and clearly. But
Differentiation: Efficiency: concern Ss for the work with your
This task differentiated by the Ss task and learn to attract the pronunciation
reading skills. More able Ss audience with their meanings again.
pronounce the new words perfectly while reading task.
and less able Ss pronounce the Descriptor:
topical words by teacher’s little -read the text
support. -define the main
points.
1 point.
Individual work. Read again. Correct the sentences Ss write thing that they remember Feedback:
“Thinking cap” Explain the activity. Allow the pupils from previous lessons. “Sandwich” Pupil’s Pupil’s book
8 min. some time to read the text again Suggested answer of Ss. Very good, you Smiles 4.
silently and correct the sentences 2 ice replace the correct Page 79
3 snow words and try to Ex. 28.
Then individual pupils read out the 4 blue whales keep this way of Worksheet - 3
texts. volcano studying, but pay PPP-4
5 February attention for the
Differentiation: Aim: revise the previous lessons to spelling.
This task differentiated by the remember better. Descriptor:
 vocabulary level’s of Ss. Efficiency: analyze the meaning -read the text
of the sentences and choose the -correct the
correct answer. sentences

1 point.
Individual work Read, choose and complete. Ss read the sentences and words , «thumbs up, Pupil’s Pupil’s book
8 min Explain the activity. Go through the choose and complete the thumbs down» Smiles 4.
text and elicit/explain any unknown sentences. method to motivate Page 79
words. Allow the pupils some time to Aim: understand the meaning of Ss. like: Ex. 29.
complete the activity. Check their the sentences and develop logical “Good job!
answers. thinking skills. Well done!”
Efficiency: Ss improve thinking Descriptor:
skills and develop vocabulary. -read the sentences
-complete the
sentences correctly.
1 point.
Group work Teacher divides Ss into 2 groups. Suggested answer of Ss. Feedback: Pupil’s Pupil’s book
6 min Group A. Group B. This is the flag of Antarctica. It's “Sandwich” Smiles 4.
This is the flag of Antarctica. In white. There's a penguin on the Very good, you Page 79
pairs, draw and make a new flag flag. replace the correct Ex. 30.
with new colors. Present it to the Aim: develop view points and words and try to PPP-5
class. increase the vocabulary. keep this way of
Read the instructions and explain the Efficiency: writing skills will be studying, but pay
activity. The pupils, in pairs, draw developed by the describing flag. attention for the
their flags. Ask pairs of pupils to spelling.
present their flag to the class.

FUNTIME!
Read aloud the joke for the pupils.
Alternatively, you can ask one of
the pupils to read it.
End of the Pupils' books closed. Ask pupils to Suggested answer key «Thumbs up, Whiteboard
lesson. write in the notebook two things Antarctica is bigger than the USA. thumbs down» PPP -6
they remember about Antarctic There's a lot of ice in Antarctica. method to motivate
Reflection Allow the pupils some time to write Aim: check Ss general Ss. like:
their sentences./5 individual pupils to comprehension of the new theme. “Good job!
Individual work: report back to the class. Efficiency: revise the new theme Well done!”
3 min. and will form them in the further
life.
Additional information
DIFFERENTIATION – how do you plan to ASSESSMENT – how are you planning to check learners’ Health and safety rules
give more support? How do you plan to learning?
challenge the more able learners?
During the lesson some tasks differentiated by Reflection at the end of the lesson and teacher summary provides Provide some physical exercises for learners
outcomes of the students and by their abilities. support for progress and achievement, and challenge to thinking
All learners revise weather and camping to talk and setting future objectives.
about season. Teacher evaluates with “Thumbs up, thumbs down”.
Most learners: pronounce topical words “Sandwich”
correctly and express specific information with Very good, you replace the correct words and try to keep this way
some support. of studying, but pay attention for the spelling.
Some learners express the main points of the
theme correctly.
Reflection
Were the lesson objectives/learning objectives
realistic?
Did all learners achieve the LO?
If not, why?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and why?
Summary evaluation
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson?
Unit:5 Hot and cold
Teacher’s name: Sagynbek Gulnara
Date: 05.02.2024
Grade: 4 Д,Е Number present: absent:
Theme of the lesson:
Snow and ice 2/Summative assessment for the unit 1
Learning objectives(s) that 4.R6 understand with some support, some specific
this lesson is contributing to: information and detail in short, simple texts on a growing range of general and some
curricular topics
4.W1 plan, write and check sentences with support on a range of basic personal, general
and some curricular topics
Lesson objectives: All learners will be able to: explore other subject areas (Geography) to talk about snow
and ice
Most learners will be able to: use some specific information and detail in short to
complete the tasks.
Some learners will be able to: use the topical words to make up sentences.
Assessment criteria -answer the questions correctly
-complete the sentences correctly
Value links Ls will work together as a group showing respect and being polite with each other.
Cross curricular links Natural science
ICT skills Using videos & pictures, working with URLs
Previous learning Language focusStructures: prepositions of place;prepositions of time;
conjunctions.Language in use: This is the flag of Antarctica. Target vocabulary.
Snow and ice: igloo, scarf, snowflake,penguin, ice crystal whale, dark, light, polar
bears, temperature,stick, point
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time

Beginning of the Organization moment : Ss sing a song of previous lesson. At the organization Smiles-4.
lesson 1.Greeting. The aim: revise the previous moment T supports Pupil’s book.
Warming-up 2. Organization moment. lesson to connect with new lesson. Ss to express their Page- 77,
3 min. An activity to revise the language Efficiency: ensure the general speech clearly Exercise 23
of the previous lesson.) comprehension about previous using . PPP-2
Play the song from the previous lesson. «thumbs up, Worksheet - 1
lesson and ask the pupils to sing thumbs down»
along. method to motivate
Ss. like:
“Good job!
Well done!”
Pre-learning Look, read and circle. Ss read the words and cicle the “Sandwich” Smiles-4.
Individual work Exercise 1. correct answers. Well done, you find Pupil’s book.
7 min. Teacher explains the instruction of Aim: define the items and the correct answer Page- 81,
the task. There are two words. Ss remember the spelling. and learn to use Exercise 1
should choose only one correct Efficiency: help to define the topical vocabulary. PPP-3
answer looking at the picture. types things. Worksheet - 2
Differentiation: ss work individually
in this task and less able ss do the
task through classmate’s support.
Middle of the Read and complete. Ss read the sentences and complete Descriptor: Pupil’s Pupil’s book
lesson Looking at the picture near the the sentence with one word. -read the text Smiles 4.
Individual work. sentences, Ss should complete the Aim: develop view points and -define the words. Page 81
5 min. sentence. learn to describe pictures. 1 point. Ex 2.
Efficiency: pictures as a prompt Worksheet – 3
Differentiation: cards, easy way to remember the PPP-4
This task differentiated by the Ss words better.
vocabulary skills.

Individual work. Nurlan wants to go camping with Ss read and complete the Descriptor: Pupil’s Pupil’s book
“Completing” his family. What must/mustn’t he sentences. -read the text Smiles 4.
8 min. do? Answer key -complete the Page 81
Read and complete. 1.mustn't sentences Ex. 3.
Ss should complete the sentences 2.mustn't -use must/ mustn’t Worksheet - 4
with must and mustn’t. 3. mustn't PPP-5
4. mustn't 1 point.
Differentiation: 5. must
This task differentiated by the Aim: revise the previous lessons to
 vocabulary level’s of Ss. remember better.
Efficiency: analyze the meaning
of the sentences and choose the
correct answer.

Individual work Make sentences. Ss reorder the words and make a «thumbs up, Pupil’s Pupil’s book
10 min Teacher explain the instruction of sentence. thumbs down» Smiles 4.
the sentences. Aim: understand the meaning of method to motivate Page 81
the sentences and develop logical Ss. like: Ex. 4.
thinking skills. “Good job! PPP-6
Efficiency: Ss improve thinking Well done!” Worksheet - 5
skills and develop vocabulary. Descriptor:
-read the sentences
-reorder the words
correctly.
1 point.
End of the Pupils' books closed. Ask pupils to Suggested answer key «Thumbs up, Whiteboard
lesson. write in the notebook three sentences Antarctica is bigger than the USA. thumbs down» PPP -7
they remember about this module. There's a lot of ice in Antarctica. method to motivate
Reflection Allow the pupils some time to write Aim: check Ss general Ss. like:
their sentences./5 individual pupils to comprehension of the module. “Good job!
Individual work: report back to the class. Efficiency: revise the module and Well done!”
7 min. will form them in the further life.
Additional information
DIFFERENTIATION – how do you plan to ASSESSMENT – how are you planning to check learners’ Health and safety rules
give more support? How do you plan to learning?
challenge the more able learners?
During the lesson some tasks differentiated by Reflection at the end of the lesson and teacher summary provides Provide some physical exercises for learners
outcomes of the students and by their abilities. support for progress and achievement, and challenge to thinking
All learners explore other subject areas and setting future objectives.
(Geography) to talk about snow and ice Teacher evaluates with “Thumbs up, thumbs down”.
Most learners some specific information and “Sandwich”
detail in short to complete the tasks. Very good, you replace the correct words and try to keep this way
Some learners: use the topical words to make of studying, but pay attention for the spelling.
upsentences.
Reflection
Were the lesson objectives/learning objectives
realistic?
Did all learners achieve the LO?
If not, why?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and why?
Summary evaluation
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson?
Unit:5 Hot and cold
Teacher’s name: Sagynbek Gulnara
Date: 08.02.2024
Grade: 4 Д Number present: absent:
Theme of the lesson:
Unit Revision
Learning objectives(s) that 4.R6 understand with some support, some specific
this lesson is contributing to: information and detail in short, simple texts on a growing range of general and some
curricular topics
4.W1 plan, write and check sentences with support on a range of basic personal, general
and some curricular topics
UE16 use conjunctions and, or, but, because to link words and phrases
Lesson objectives: All learners will be able to: revise some specific information curricular topics
Most learners will be able to: use some specific information and detail in short to
express clearly
Some learners will be able to: use the topical words to answer the questions.
Assessment criteria -answer the questions correctly
-make a project
Value links Ls will work together as a group showing respect and being polite with each other.
Cross curricular links Geography
ICT skills Using videos & pictures, working with URLs
Previous learning talk about snow and ice. Language focus Structures: prepositions of place;
prepositions of time; conjunctions. Language in use: This is the flag of Antarctica.
Target vocabulary, Snow and ice: igloo, scarf, snowflake, penguin, ice crystal
whale, dark, light, polar bears, temperature, stick, point
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time

Beginning of the Organization moment : Ss write words and say to the At the organization White paper A4.
lesson 1.Greeting. class. . moment T supports
Warming-up 2. Organization moment. The aim: revise the previous Ss to express their
8 min. (An activity to revise the language lesson. speech clearly
of the previous lesson.) Efficiency: ensure the general using .
Ask the pupils, in pairs, to write in comprehension about module. «The praise»
three minutes as many words as they method to motivate
can that have to do with ice and Ss. like:
snow. Each correct word wins a “Good job!
point. The pair with the most points Well done!”
wins..
Pre-learning Listen and read. The pupils listen and follow the “Sandwich” Smiles-4.
Individual work Ask the pupils to look at the pictures. texts in their book. Well done, you find Pupil’s book.
10 min. Have a picture discussion. Aim: learn to express the thoughts the correct answer Page- 80,
e.g. Teacher: (pointing to the clearly and accurately. and learn to use Exercise 31
Bayterek Tower) What's this? Efficiency: help to name the topical vocabulary. PPP-2
Pupil: The Bayterek Tower. building correctly. Worksheet - 1
Teacher: It's a sculpture that looks Differentiation: ss work
like the Bayterek Tower. What is it individually in this task and less
a made of? Pupil: Ice. etc able ss do the task through
Play the CD. classmate’s support.
Ask the pupils to tell you if they
know any other puppet shows. If not
you can ask them to go online and
find one or provide them with the
name of a puppet show they can
research.
Middle of the Read and answer. Ss read the questions and answer Descriptor: Pupil’s Pupil’s book
lesson Explain the activity. The pupils read for them correctly as possible. Ss -understand the Smiles 4.
Individual work. again the texts silently and complete answers. questions Page 80
10 min. the activity. Check their answers. Every year in January and -answer the Ex 32.
February. questions Worksheet – 2
Then individual pupils read out the Seventeen days. PPP-3
texts. Every year in December. 1 point.
Differentiation: Ice bricks.
This task differentiated by the Ss Animals, castles, fairy tale
level of thinking skills. characters or famous buildings.
Aim: develop view points and
learn to describe pictures.
Efficiency: pictures as a prompt
cards, easy way to describe better
 items.
Individual work. Extension activity (Optional) Ss suggested answer Descriptor: Pupil’s Pupil’s book
“Project” Project: An ice festival. -read the text Smiles 4.
10 min. Ask the pupils to search online for -complete the Page 81
another ice festival and write a small sentences Ex. 3.
paragraph about it using the texts in -use must/ mustn’t PPP-4
Ex. 30 as models. They can draw or Worksheet - 3
look for pictures on the Internet and 1 point.
attach them. Alternatively, assign the Aim: revise the previous lessons to
project for homework. The pupils remember better.
then present their projects to the Efficiency: practice the structure
class. Display their work in the of the sentences and use in
classroom conversation.
Differentiation:
This task differentiated by the
vocabulary level’s of Ss. All Ss
understand the task and help each
other and some learners present to
the class.
End of the Teacher gives stickers to Ss to reflect Ss write comments, wishes, «Thumbs up, Whiteboard
lesson. module 5. opinions. thumbs down» PPP -5
Aim: check Ss general method to motivate
Reflection comprehension of the module. Ss. like:
Efficiency: revise the module and “Good job!
Individual work: will form them in the further life. Well done!”
2min.
DIFFERENTIATION – how do you plan to ASSESSMENT – how are you planning to check learners’ Health and safety rules
give more support? How do you plan to learning?
challenge the more able learners?
During the lesson some tasks differentiated by Reflection at the end of the lesson and teacher summary provides Provide some physical exercises for learners
outcomes of the students and by their abilities. support for progress and achievement, and challenge to thinking
All learners revise some specific information and setting future objectives.
curricular topics Teacher evaluates with “Thumbs up, thumbs down”.
Most learners use some specific information and «The praise»
detail in short to express clearly method to motivate Ss. like:
Some learners use the topical words to answer “Good job!
the questions. Well done!”
“Sandwich”
Well done, you find the correct answer and learn to use topical
vocabulary.
Reflection
Were the lesson objectives/learning objectives
realistic?
Did all learners achieve the LO?
If not, why?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and why?
Summary evaluation
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson?