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0.UE3 begin to use a few colours.

Lesson 3.

0.L5 begin to recognize simple sounds of phonemes.

He can…

0.L1 begin to recognize simple short instructions for the basic

classroom routines spoken slowly and distinctly.

0.L3 begin to recognize, with the considerable support simple

greetings.

0.S3 pronounce the basic words and expressions with some

mistakes.

0.S1 begin to make the basic personal statements.

Lesson 4.

0.L5 begin to recognize simple sounds of phonemes.

Stop, look,

0.L1 begin to recognize simple short instructions for basic

listen

classroom routines spoken slowly and distinctly.

0.L3 begin to recognize with the considerable support simple

greetings.

0.S3 pronounce the basic words and expressions with some

mistakes.

0.S1 begin to make the basic personal statements.

0.UE3 begin to use a few colours.

Unit 6.	Lesson 1.	0.L5 begin to recognize simple sounds of phonemes.	1
Why	Independenc	0.L1 begin to recognize simple short instructions for the basic
you	e Day	classroom routines spoken slowly and distinctly.
need to		0.L3 begin to recognize with the considerable support simple
know		greetings.
customs		0.S3 pronounce the basic words and expressions with some
and		mistakes.
traditio		0.S1 begin to make the basic personal statements.

Lesson 2. 0.L5 begin to recognize simple sounds of phonemes. 1 Happy New 0.L1 begin to recognize simple short instructions for the basic Year classroom routines spoken slowly and distinctly. 0.L3 begin to recognize with the considerable support simple greetings. 0.S3 pronounce the basic words and expressions with some mistakes. 0.S1 begin to make basic personal statements. 0.UE2 use the cardinal numbers 1–10 to count. Lesson 3. 0.L5 begin to recognize simple sounds of phonemes. 1 Nauryz 0.L1 begin to recognize simple short instructions for basic classroom routines spoken slowly and distinctly. 0.L3 begin to recognize with the considerable support simple greetings. 0.S3 pronounce the basic words and expressions with some mistakes. 0.S1 begin to make the basic personal statements. Lesson 4. 0.L3 begin to recognize with the considerable support simple 1 Happy greetings. birthday 0.L1 begin to recognize simple short instructions for the basic classroom routines spoken slowly and distinctly. 0.L5 begin to recognize simple sounds of phonemes. 0.S3 pronounce the basic words and expressions with some mistakes. 0.UE2 use the cardinal numbers 1–10 to count. 0.UE3 begin to use a few colours. Unit 7. Lesson 1. 0.L1 begin to recognize simple short instructions for the basic 1 Healthy Can I have classroom routines spoken slowly and distinctly. and some…? 0.L5 begin to recognize simple sounds of phonemes. tasty 0.S3 pronounce the basic words and expressions with some mistakes. 0.S5 begin to produce words in response to the prompts.

	Lesson 2.	0.L1 begin to recognize simple short instructions for the basic	1
	Fruit	classroom routines spoken slowly and distinctly.
		0.L2 begin to recognize with the considerable support a few
		basic personal questions spoken slowly and distinctly.
		0.L4 begin to recognize the basic intonation distinguishing
		questions from statements.
		0.L5 begin to recognize simple sounds of phonemes.
		0.S3 pronounce the basic words and expressions with some
		mistakes.
		0.S4 respond to the very basic supported personal questions
		using short answers.
		0.UE2 use the cardinal numbers 1–10 to count.
	Lesson 3.	0.L1 begin to recognize simple short instructions for the basic	1
	I like ice-	classroom routine spoken slowly and distinctly.
	cream	0.L3 begin to recognize with the considerable support simple
		greetings.
		0.L5 begin to recognize simple sounds of phonemes.
		0.S6 exchange short simple greetings.
		0.S1 begin to make the basic personal statements.
		0.S3 pronounce the basic words and expressions with some
		mistakes.
	Lesson 4.	0.L1 begin to recognize simple short instructions for the basic	1
	Good or not?	classroom routines spoken slowly and distinctly.
		0.L3 begin to recognize with the considerable support simple
		greetings.
		0.L5 begin to recognize simple sounds of phonemes.
		0.S6 exchange short simple greetings.
		0.L2 begin to recognize with the considerable support a few
		basic personal questions spoken slowly and distinctly.
		0.S1 begin to make the basic personal statements.
		0.S3 pronounce the basic words and expressions with some
		mistakes.
		0.S4 respond to the the very basic supported personal
		questions using short answers.

Unit 8.	Lesson 1.	0.L1 begin to recognize simple short instructions for the basic	1
How to	Daily routine	classroom routines spoken slowly and distinctly.
be		0.L3 begin to recognize with considerable support simple
healthy		greetings.
		0.L5 begin to recognize simple sounds of phonemes.
		0.S1 begin to make basic personal statements.
		0.S3 pronounce the basic words and expressions with some
		mistakes.
		0.S6 exchange short simple greetings.

	Lesson 2.	0.L1 begin to recognize simple short instructions for the basic	1
	First, wash	classroom routines spoken slowly and distinctly.
	your hands	0.L3 begin to recognize with the considerable support simple
		greetings.
		0.L5 begin to recognize simple sounds of phonemes.
		0.S1 begin to make the basic personal statements.

	0.S3 pronounce the basic words and expressions with some
	mistakes.
	0.S6 exchange short simple greetings.
	0.S5 begin to produce the words in response to prompts.
Lesson 3.	0.L1 begin to recognize simple short instructions for the basic	1
Let’s run	classroom routines spoken slowly and distinctly.
	0.L3 begin to recognize with the considerable support simple
	greetings.
	0.L5 begin to recognize simple sounds of phonemes.
	0.S1 begin to make the basic personal statements.
	0.S3 pronounce the basic words and expressions with some
	mistakes.
	0.S6 exchange short simple greetings.
	0.S5 begin to produce words in response to the prompts.

Lesson 4.	0.L1 begin to recognize simple short instructions for the basic	1
Let’s play	classroom routines spoken slowly and distinctly.
	0.L3 begin to recognize with the considerable support simple
	greetings.
	0.L5 begin to recognize simple sounds of phonemes.
	0.S1 begin to make the basic personal statements.
	0.S3 pronounce the basic words and expressions with some
	mistakes.
	0.S6 exchange short simple greetings.
	0.S5 begin to produce words in response to the prompts.
		32

Short-term plan

Unit 1 All about me

School: #

Lesson 1 All about me

Date:

Surname /name of the teacher:

Group:

Number of attendees:

Number of absent learners:

Aims of the

To introduce the simple greetings.

lesson:

Objectives of the

The learners will be able to:

lesson

· recognize with the considerable support the simple greetings.

· exchange the short simple greetings.

The majority of the learners will be able to:

· recognize with the support the simple greetings.

· begin to recognize simple short instructions for the basic classroom routine

spoken slowly and distinctly.

· exchange the short simple greetings.

Some of the learners will be able to:

· say the words and expressions without difficulties and mistakes.

Background

This is the beginning of the course, though some of the children may know

knowledge

simple greetings or names of the animals, numbers and colours.

Plan

Scheduled

Scheduled activity

Resources

time

Beginning

Warm up:

of the lesson

At the beginning of the class find out if any of the learners

5 minutes

know any English words. When they say the words or

expressions hello, hi, I’m …, My name is …, announce to

them the topic and objectives of the class.

Then introduce the children to the characters of the book

Batyr, Ira, Dana, Misha, Mr Old Fox, Foxy, Slowy, Digger,

who will assist them throughout the academic year. To

You can use the

practise saying and to memorize the characters’ names point

following resources for

to or show the pictures of these characters and ask the

tongue twisters:

children to name them. While presenting them, you can tell

https://learnenglishkids.

them the names of the animals: e.g. Mr Old Fox/Foxy is a

britishcouncil.org/ru/ ton

fox.

gue-twisters

To develop correct pronunciation, we recommend playing

www.download-

tongue-twisters with learners for the sounds [h], [ai], [w]

esl.com/ tonguetwisters /

etc.

.../easy t.

Main part of

Exercise 1.Look at the pictures, listen and learn.

the lesson

Play the track and point to each character. Play it several

times and ask the learners to point to the characters.

25 minutes	themselves. Memorize new speech patterns.
	Track 1.
	Hello, I’m a teacher. I’m Mr Old Fox.
	Hello, I’m Foxy.
	Hello, I’m Wolfy.
	Hello, I’m Slowy.
	Hello, I’m Digger.
	For the better memorizing, ask the learners to do ex.1 in the
	Activity book.
	Exercise 1. Listen to your teacher and put the right stickerin
	the box.
	The children should put the relevant stickers within the frames
	according to the information they hear.
	Teacher: 1. Hello, I’m Digger. 2. Hello, I’m Wolfy. 3. Hello, I’m
	Foxy. 4. Hello, I’m Slowy.
	Exercise 2. Listen to the children and repeat.
	Ask the learners to look at the pictures, listen and repeat. To
	check the children’s comprehension, act as one of the
	characters: e.g. “Hello, I’m Mr Old Fox”. Learners should
	point to the corresponding picture.
	Track 2.
	Hello, I’m Misha.
	Hello, I’m Dana.
	Hello, I’m Ira.
	Hello, I’m Batyr.
	For the further practice of saying hello suggest playing a
	game. Ask them to stand in the circle and throw a ball to
	each other saying his/her name: e.g. Hello, I’m Marat.
	Variation:
	Encourage the learners to fulfill the instructions given by
	the teacher or groupmates: “Look at Dima. Say “hello” to
	Dima”. The learners should point to the corresponding
	character and say: “Hello, Dima!”etc.
	Exercise 3.Listen and sing.
	Play the song several times and ask the learners to sing
	along. While they are singing encourage the children to
	dance and mime. From this point on include the Hello
	song in your warm up routine fortheEnglish class.
	Track 3
	I say hello, hello, hello.
	I say hello, hello, hello.
	Exercise 4. Introduce yourself.
	The children should stand up and present themselves to
	each other saying: “Hello/hi, I’m Max/Anna”.
	Activity book
	Exercise 2. Draw yourself and introduce yourself.

	Suggest the children drawing themselves using colour
	pencils and then introducing themselves.
End of the	End of the lesson:
lesson	At the end of the lesson ask the learners to summarize their
5 minutes	activity at the lesson. Elicit their answers via supportive
5 minutes	questions: e.g.:
	What new words did we learn today?
	Which word/words do we say when we see each other?
	How do we introduce ourselves?
	Do you remember the helpers/characters who will
	accompany us for the whole year? What are their names?
	Then encourage them to say all the words in chorus, you
	can say the words in Kazakh/Russian and they will give the
	English equivalents or show the flashcards and name the
	pictures.
	Sing the song of the lesson one more time.
	Keep encouraging the young learners for any success during
	the class/ whole course to make them feel more
	comfortable, confident and more motivated to acquire the
	language.

Unit 1. All about me		School: #
Lesson 2. All about me

Date:		Surname /name of the teacher:

Group:		Number of attendees:	Number of absent learners:

Aims of the	Continue teaching the learners simple greetings; introduce the personal
lesson:	question “What’s your name”?
Objectives of the	The learners will be able to:
Lesson
Lesson	· recognize, with the considerable support, the simple greetings.
	· recognize, with the considerable support a basic personal question
	“What’s your name?” spoken slowly and distinctly.
	· respond to this personal question using answers “I’m ….”
	· exchange short simple greetings.

	The majority of the learners will be able to:
	· recognize with support simple greetings.
	· recognize simple short instructions for the basic classroom routines spoken
	slowly and distinctly.
	· exchange short simple greetings.
	· respond to this personal question using answers “My name is…/I’m ….”
	Some of the learners will be able to:
	· say the words and expressions without difficulties and mistakes.

Background		This is the second lesson of the unit; the children know simple greetings and
knowledge		can exchange them.
Plan

Scheduled		Scheduled activity		Resources
time

Beginning	Warm up:
of the lesson	Start the class by greeting the children and practise
	greeting forms by singing “The Hello Song” (Track 3).		You can use the following
5 minutes	After that introduce the objectives and topic of the		You can use the following
	lesson.		resources for tongue –
	lesson.		twisters:
	To develop the correct pronunciation, we recommend		twisters:
	To develop the correct pronunciation, we recommend		https://learnenglishkids.britis
	playing tongue-twisters for the sounds [h], [t], [s], [w]		https://learnenglishkids.britis
	playing tongue-twisters for the sounds [h], [t], [s], [w]		hcouncil.org/ru/ tongue -
	etc.
	etc.		Twisters
	Ask the children to name the characters, which they
	Ask the children to name the characters, which they		www.download-
	learned at the previous lesson.		esl.com/ tonguetwisters /.../ea
			sy t.
Main part of	Exercise 1.Listen and complete the dialogues.
the lesson	Play the track two-three times and ask the learners to
	look at the pictures and repeat the phrases to the first
25 minutes	two pictures. Then encourage them to complete the rest
	of the dialogues following the given samples. To check
	them play the track. Ask the children to roleplay this
	dialogue.
	Track 4.
	Teacher: What’s your name?
	Foxy: I’m Foxy.
	Teacher: What`s your name?
	Digger: I’m Digger.
	Text of the students:
	Teacher: What’s your name?
	Wolf: I’m Wolfy.
	Teacher: What’s your name?
	Turtle: I’m Slowy.
	After completing this exercise ask each learner “What
	is your name?”
	Exercise 2. Listen and repeat.
	To practise these speech patterns ask the learners to
	listen to the poem. After they have listened, ask them to
	repeat it. While repeating encourage learners to clap
	and chant.
	Track 5.
	Hello, hello!
	What’s your name?
	What’s your name?
	My name is Wolfy.
	That`s my name.

	Exercise 3. Learn the rhyme and recite it with your
	name.
	Encourage children to recite the poem to each other by
	saying their own names. First organize pairwork and
	then they can walk along the classroom and recite it.
	Invite children to clap and chant using the class names.
	Exercise 4. Pairwork. Ask and answer.
	Children in pairs should practise building their skills to
	ask and respond using the given model in the book.
	Remind them to use the names of the characters.
	Activity book
	Exercise 1. Match and answer. What’s your name?
	Direct the learners’ attention to the task of this exercise.
	Explain the task. Then check their answers. Sample
	answers: Picture 1. My name is Digger. Picture 2. My
	name is Slowy. Picture 3. My name is Wolfy. Picture 4.
	My name is Foxy.
	Exercise 2. Colour and say their names.
	Suggest the children drawing the characters they like
	from the pictures given to them. Direct them to draw
	the pictures and name them. Ask them to say what their
	favourite cartoons/tales are. Who are their favourite
	characters? Why?
	Keys: Ariel, Mowgli, Shrek, Aladdin, Sponge Bob,
	Masha.
End of the	End of the lesson:
lesson	At the end of the lesson ask the learners to summarize
5 minutes	their activity at the lesson. Elicit their answers via
5 minutes	supportive questions: e.g.:
	What the new words did we learn today?
	Which word/words do we say when we see each other?
	What do we say when we meet each other for the first
	time?
	How do we respond to this question?
	Do you remember the helpers/characters who will
	accompany us during the whole year? What are their
	names?
	Then encourage them to say all the words in chorus,
	you can say the words in Kazakh/Russian and they will
	give the English equivalents or show the flashcards and
	name the pictures.
	Sing the song of the lesson one more time.
	Keep encouraging the young learners for any success
	during the class/ whole course to make them feel more
	comfortable, confident and more motivated to acquire
	the language.

Unit 1. All about me	School: #
Lesson 3. All about me

Date:	Surname /name of the teacher:

Group:	Number of attendees:	Number of absent learners:

Aims of the		To introduce the new words a girl/boy, goodbye, teacher; practise building
lesson:		basic communication skills using structures What’s your name? I’m … / My
		name is …; I’m a boy/girl, foster tolerance and respect for a teacher/each
		other.
Objectives of the		The learners will be able to:
Objectives of the		· recognize with the considerable support and exchange short simple
Lesson
Lesson		greetings.
		· recognize with the considerable support a few basic personal questions
		spoken slowly and distinctly.
		· pronounce the basic words and expressions with some mistakes.
		The majority of learners will be able to:
		· exchange short simple greetings.
		· respond to the very basic supported personal questions using short answers.
		· make basic personal statements.
		Some of the learners will be able to:
		· make the basic personal statements unsupported and without mistakes.
Background		The learners know simple greetings like “Hello, children/ girls and boys”;
knowledge		expressions “What is your name? I’m …/ My name is …”
Plan

Scheduled		Scheduled activity	Resources
time

Beginning	Warm up:
of the lesson	Ask the learners to clap their hands to the beat as they sing
	‘The Hello song’ (Track 5).
5 minutes	Show the pictures of all the characters and ask them to act out
	the song saying their names.		You can use the
	Introduce them the topic and the objectives of the lesson.		You can use the
	Introduce them the topic and the objectives of the lesson.		following resources
			following resources
	To develop correct pronunciation, we recommend to play		for tongue – twisters:
	To develop correct pronunciation, we recommend to play		https://learnenglishkid
	tongue-twisters with the learners for the sounds [g], [t], [oi],
			s.britishcouncil.org/ru/
	[ǝ:], [ai], [w] etc.		tongue-twisters
			www.download-

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