MODULE 1

Lesson plan

LESSON: Module 1 Lesson 1 The Theme of the Lesson: Hello again p.4-5

Date: Teacher’s name:

CLASS: 2

Learning objectives(s) L1 L2 L9
that this lesson is S1 S3
contributing to
R3
UE5 UE6 UE8
Lesson objectives All learners will be able to:
use simple greeting and introduction forms and respond to some prompts and instructions
correctly

Most learners will be able to:

use simple greeting and introduction forms and respond to most prompts and
instructions ccorrectly
Some learners will be able to:
use simple greeting and introduction forms and respond to prompts and instructions
correctly with some extended answers
Previous learning Hello What’s your name I’m This is Say Open Close

Plan

Planned timings Planned activities Smiles Teacher

Resources Notes
Beginning the lesson Welcome your class by saying Hello several
times. Write your name on the board and
introduce yourself to the class. Point to your
L9 name and to yourself and say: Hello, I’m (Miss
Evans). Encourage the pupils to greet you
back. Stand in front of a pupil and say: Hello,
I’m (Miss Evans). What’s your name?
Encourage the pupil to respond. Repeat with
as many pupils as you think is necessary.

Presentation and Step 1 Sing the Hello Song! Hello song!

practice
Pupils’ books closed. Present/Revise the
L2 names of the characters. Hold up the cover of Track 02 CD1
UE5 your book, point to Liam and ask: Who’s this?
UE6 Elicit: Liam. Follow the same procedure and
present/elicit Lilly and Charlie. Name the
characters in random order. Ask the pupils to
point to them.

Pupils’ books open. Refer the pupils to the

characters in Ex. 1. Point to Nanny Rose and
elicit/present her name. Present the song. [see
p.116]
 Point to Liam and say: This is Liam. Say hello!
Encourage the pupils to repeat after you.
Follow the same procedure and present the
rest of the song.

Play the CD. The pupils listen to the song.

L9 Divide the pupils into four groups and assign a
verse to each group. Play the song again. The
pupils sing the assigned verses.

Step 2 Talk with your friend

Track 03 CD1
Point to Berik and Dana, one at a time, and Target Dialogue
say: This is Berik and this is Dana. The pupils A: I’m Damir. This
repeat, chorally and/or individually. Encourage is my friend,
the pupils to greet them by saying hello to Gulnara.
L3 S1 them. B: Hello, Damir.
Hello, Gulnara.
Play the CD. The pupils listen and repeat,
chorally and/or individually. Ask two pupils to
read out the speech bubbles. Then the pupils
act out similar exchanges. Check round the
class, providing any necessary help.
FLASHCARDS
Pupils’ books closed. Put up the flashcards on
(1-4)
the board, one at a time, and say the
corresponding phrases. The pupils repeat,
chorally and/or individually. Then mime the
commands in random order. Ask individual
pupils to say the appropriate command. Ask
the rest of the class for verification. Then say
each command and ask the pupils to follow
them.

Pupils’ books open. Play the CD. The pupils

listen, point to the pictures and repeat the
words. Play the CD again pausing after each
command. The pupils repeat, chorally and/or
individually.

Step 3 Read and number the pictures.

Refer the pupils to the pictures and read the

R3
commands. Explain the activity. The pupils
number the pictures. Check their answers.

Step 4 Keep Moving song and miming Track 05 CD1

actions

Mime and say: Stand up, sit down! Keep

L1 S3 UE8 moving! The pupils repeat after you. Follow the
same procedure to present the rest of the
song.
Play the CD. The pupils listen and look. Divide
the class into two groups and assign a verse to
each group. Play the song and each group
sings the assigned verse. Play the song a third
time. The pupils sing and do the corresponding
actions.
Ending the lesson Play Simon Says. Explain to the pupils that Teacher: Simon
they are to follow the commands only if they says, Stand up!
are preceded by Simon Says. (The pupils stand
up.)
Teacher: Sit down!
(The pupils remain
as they are.)

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
Values links
 extend modelling and drilling sequences  monitoring response to  Values links: being polite to
with some groups prompts and instructions others
 seek extended answers from some
 monitoring clarity of speech in
learners e.g. ask some learners to
instruction and singing tasks
introduce to other learners

Reflection Answer the most relevant questions from the box on the left
about your lesson.

Were the lesson objectives/learning objectives

realistic?

Did I stick to timings?

What changes did I make from my plan and

why?
Lesson plan

LESSON: Module 1 Lesson 2 The Theme of the Lesson: Shapes and Colours

Date: 08.09.21 Teacher’s name: Sardarbek S.

CLASS: 2 ғ Number present: absent:

Learning objectives(s) L1 L4
that this lesson is S4 S6 S7
contributing to R6
UE14 UE17
Lesson objectives All learners will be able to:
understand some instructions and produce some appropriate responses when prompted

Most learners will be able to:

understand most instructions and produce some target language correctly with clear pronunciation
when prompted
Some learners will be able to:
understand all instructions and produce most target language correctly with clear pronunciation
when prompted
Previous learning Names of shapes in the air on the ground This is .. Stand

Plan

Planned timings Planned activities Smiles Teacher

Resources Notes
Beginning the lesson Mime opening a book and elicit the command Track 05 CD1
from the pupils. Repeat the procedure with the FLASHCARDS (5-8)
remaining commands. Play the Keep moving
song from the previous lesson (Track 05 CD1).
S3 Invite the pupils to sing along.
Pupils’ books closed. Put up the flashcards on the
board. Point to the shapes, one at a time, and
name them. The pupils repeat, chorally and/or
individually. Point to the shapes in random order
and elicit the appropriate word from the pupils.
Pupils’ books open. Play the CD. The pupils
listen, point to the pictures and repeat the word.
Play the CD again pausing after each word. The
pupils repeat, chorally and/or individually.

Presentation and practice Step 1 Trace the shapes (activity 5)

Explain the activity. The pupils trace the shapes.
L1 Then they point to and name the shapes. For
stronger classes, the pupils complete the
sentences.

Step 2 Sing the Shapes Song and perform Track 07 CD1

actions (activity 6)
Draw an imaginary circle in the air as you say:
This is a circle in the air. The pupils repeat after
you. Then draw an imaginary circle on the ground
S7 as you say: This is a circle on the ground. The
UE14 pupils repeat after you. Follow the same
procedure to present the rest of the song. Play the
CD. The pupils listen to the song. Divide the class
 into four groups and assign a verse to each group.
Play the song again. The pupils sing their
assigned verse. Encourage the pupils to draw
imaginary shapes in the air and on the ground as
they sing. Time permitting, play the song a third
time for the pupils to sing the song as a class.
Step 3 Listen and Read Track 8 CD1
Set the scene by asking the pupils questions. e.g.
Teacher: (pointing to picture 1) Is Liam ready?
Class: Yes! Teacher: Yes, Liam is ready!
(pointing to Lilly in picture 2 and shaking head)
L4 Is Lilly ready, too? Class: No! etc Play the CD
S4 S6 and ask the pupils to listen and follow the
UE16 dialogue in their books
Step 4 Tick (✓) (activity 8)
Explain the activity. The pupils look at the
pictures, read the dialogue silently and tick the
right shape. Check the pupils’ answers. Answer
Key Stand in the circle. Play the CD again
pausing for the pupils to repeat, chorally and/or
individually. Assign roles and ask individual
R6 pupils to read the dialogue out loud.
S3
Ending the lesson Ask two pupils to come to the front of the
L1 classroom. Tell one of the pupils to turn his/her
S3 back to the other pupil. Then ask the other pupil
to draw a shape on the pupil’s back using his/her
finger, but without saying what it is. The pupil
has to guess the shape. Then they swap roles.
Continue with the rest of the class

Additional information

Differentiation – how do you plan to give more Assessment – how are you planning Cross-curricular links
support? How do you plan to challenge the more to check learners’ learning? Health and safety check
able learners? ICT links
Values links
 differentiation instruction above in Step 1  monitor and drill learner stress  Cross-curricular links : [Maths]
placement on polysyllabic shape shapes
words
 monitor learner use of target
language in production activities

Reflection Answer the most relevant questions from the box on the left about your
lesson.
Were the lesson objectives/learning objectives
realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Lesson plan

LESSON: Module 1 Lesson 3 The Theme of the Lesson: What colour is it?

Date: Teacher’s name:

CLASS: 2 Number present: absent:

Learning objectives(s) L1 L4 L6
that this lesson is S2 S3 S4
contributing to R6
UE4 UE5
Lesson objectives All learners will be able to:
respond to some prompts correctly and recognise most written words in the story

Most learners will be able to:

respond to most prompts correctly and understand most elements of the story
Some learners will be able to:
respond to all prompts correctly and complete comprehension activities with only limited
support
Previous learning names of shapes and colours What colour is it? It’s

Plan

Planned timings Planned activities Smiles Teacher

Resources Notes
Beginning the lesson Draw the shapes in the air, one at a time, and Track 07 CD1
say the corresponding word for each. Repeat FLASHCARDS (9-14)
one more time. Then say a shape and ask
S3 individual pupils to draw it in the air. Play the
Shapes Song from the previous lesson
(Track 07 CD1). Invite the pupils to sing
along.
Pupils’ books closed. Put up the flashcards
on the board, one at a time, and name the
colours. The pupils repeat, chorally and/or
individually. Point to each flashcard in
random order. Ask individual pupils to name
the colour. Ask the rest of the class for
verification. Point to various items in the
classroom. Ask: What colour is it? Elicit their
colours. Pupils’ books open. Play the CD.
The pupils listen, point to the pictures, and
repeat the words. Play the CD again pausing
after each word. The pupils repeat, chorally
and/or individually.

Presentation and Step 1 Listen and colour (activity 9)

practice Track 10 CD1
Elicit the shapes from the pupils. Ask them to
L6 take out their green, yellow, blue and red
coloured pencils. Play the CD, twice if
S2 S4 necessary. The pupils listen The pupils then
UE5 work in pairs. One pupil thinks of one of the
shapes. The other pupil asks for its colour to
find it. Then they swap roles. Demonstrate
 this yourself first. Go around the classroom
providing any necessary help. Ask some
pairs to report back to the class.

Step 2 Let’s sing! (activity 10) Track 11 CD1

Gesture and say: Goodbye, goodbye. The

L6 pupils repeat after you. Then mime and say:
S3 Bye-bye and see you soon! The pupils repeat
after you. Follow the same procedure to
present the rest of the song. Play the CD.
The pupils listen and follow along in their
books. Play the song again. The pupils listen
and sing along.

Step 3 Listen and Read (activity 11) Track 12 CD1

Refer the pupils to pictures in the dialogue

L6 and set the scene. Play the CD and ask the
pupils to listen and follow the dialogue in their
books.

Step 4 Circle the Right Word (activity 12)

Explain the activity. The pupils look at the

R5
pictures, read the dialogue silently and circle
the right word. Allow the pupils some time to
complete the activity. Check their answers.

Play the CD again pausing for the pupils to

repeat, chorally and/or individually. Assign
roles and ask individual pupils to read the
dialogue out loud.

Ending the lesson Ask the pupils to take out their red, blue,
green, yellow, orange and pink coloured
L1 pencils. Name a colour. Ask the pupils to
raise their corresponding coloured pencils.
Repeat with the rest of the colours.

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
Values links
 differentiate in story/dialogue follow-up  check question formation  ICT links: source an
tasks and pronunciation when appropriate interactive shape or
learners model their Step 1 colour game for learners to do
 have story picture cards and ask stronger dialogue interactions. and project to whiteboard for
learners to remember who says what in the learners to do as a whole group
story and weaker learners to name with different learners taking
characters, colours and objects turns at the keyboard.
Reflection Answer the most relevant questions from the box on the left
about your lesson.

Were the lesson objectives/learning objectives

realistic?

Did I stick to timings?

What changes did I make from my plan and

why?
Lesson plan

LESSON: Module 1 Lesson 4 The Theme of the Lesson: All about me

Date: Teacher’s name:

CLASS: 2 Number present: absent:

Learning objectives(s) L1
that this lesson is S1
contributing to
W1 W8
UE3 UE13 UE15
Lesson objectives All learners will be able to:
respond to some prompts with correct words and phrases and write some words and
phrases correctly with support

Most learners will be able to:

respond to most prompts with correct words and phrases and spell most words and
phrases correctly with support
Some learners will be able to:
produce correct words and phrases in spoken and written tasks and complete the written
task mainly independently with correct spellings
Previous learning colours shapes I can my favourite I like +ing

Plan

Planned timings Planned activities Smiles Resources Teacher Notes

Beginning the lesson Hand out the flashcards. Call out a colour, Track 11 CD1
e.g. blue. The pupil with the corresponding
flashcard holds it up for the rest of the class
to see. Repeat with the rest of the flashcards.
Play the Goodbye song from the previous
lesson (Track 11 CD1). Invite the pupils to
sing along.

Presentation and Step 1 Use the code and colour the

practice picture (activity 13)

Explain the activity. Allow the pupils some time to Teddy Bear
L1 use the code and colour in the shapes. Then elicit Template
the colours by pointing to the shapes and asking
pupils to tell you what colour they are. Tell the
pupils that they are going to make the face of a
teddy bear using circles only. Hand out the
photocopies. Guide them through the cutting and
gluing together of the circles. Go around the
classroom providing any necessary help. While
the pupils are doing the craftwork, feel free to play
any song from the module. Make sure you
display their work somewhere in the classroom.

Step 2 Look, read and complete. Listen Track 13 CD1 Write the following
 and check. on the board:
My name’s
W1 W8 Write the phrase All About Me on the board. ___________ . I am
Explain what it means. Explain, in L1 if ___________ years
UE3 UE13 necessary, that there are some things that old. I am from
show who we are. Go through the incomplete ___________ . My
UE15 list and give examples about yourself. During favourite colour is
this procedure, explain/elicit any unknown ___________ . My
words/phrases. Refer the pupils to the Family:
activity. Go through the list of the missing ___________ My
words and explain/elicit their meaning. Allow favourite things:
the pupils some time to complete the poster. ___________ I like
Play the CD, twice if necessary. The pupils wearing:
listen and check their answers. Ask some ___________ My
pupils to read out from the poster. favourite subjects:
___________ I can:
___________

Step 3 Make an All About Me poster

Explain the activity. The pupils use the poster

in Ex. 14 as a model and produce a similar
one about themselves. You can assign this
for homework. During the next lesson,
encourage the pupils to present their work to
the classroom. Make sure you display their
work somewhere in the classroom.

Ending the lesson Ask the pupils to tell the class something that
shows who they are (e.g. favourite
S1 colour/thing/subject, what they like wearing
……. )

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
Values links
 give extra support to less able writers in  check spelling and use of  cross-curricular Maths: colour
poster tasks e.g. prompting with initial structure in learner poster code shape task
letters, spelling out some words
 monitor learner use of words
and pronunciation in final task

Reflection Answer the most relevant questions from the box on the left
about your lesson.

Were the lesson objectives/learning objectives

realistic?

Did I stick to timings?

What changes did I make from my plan and

why?
Lesson plan

LESSON: Module 1 Lesson 5 The Theme of the Lesson: A place in a Country

Date: Teacher’s name:

CLASS: 2 Number present: absent:

Learning objectives(s) L1 L3 L6
that this lesson is S3 S4 S7
contributing to
UE5 UE14

Lesson objectives All learners will be able to:

respond correctly to some questions and prompts about shapes

Most learners will be able to:

respond correctly to most questions and prompts about shapes with some correct stress
placement on polysyllabic words

Some learners will be able to:

respond correctly to all questions and prompts about shapes with mostly correct stress
placement on polysyllabic words

Previous learning What shape is it? Where is it? Names of shapes It’s in …

Plan

Planned timings Planned activities Smiles Teacher

Resources Notes
Beginning the lesson Point to an object in the classroom, e.g. a
round clock. Ask a pupil to name the shape.
Repeat the procedure with other shapes.

Presentation and Step 1 Our World Listen and Read

practice Track 14 CD1
Pupils’ books closed. Put up the world map.
L6 Point to London, UK, and say: This is
London. Explain, in L1 if necessary, that
London is the capital city of the UK. Ask the
pupils to tell you if they know anything about
UE5 this country, e.g. what colour its flag is,
UE14 famous people, etc. Follow the same
procedure and present Kazakhstan, too.
Pupils’ books open. Refer the pupils to the
pictures of the landmarks and present them.
Elicit their shape. Play the CD. The pupils
listen and follow along in their books. Then
ask some pupils to read out from the texts.

S3 Find a picture of a place in your country.

What shape is it? Present it to the class.
Explain the activity. Brainstorm for landmarks
and write their names on the board. The
pupils then draw a picture of the landmark
and write its shape. They present their
 drawing to the class. Alternatively, the pupils
can do this at home. They can find pictures
of a place in their country or around the
world.

Step 2 Realistic or abstract? Realistic or

Abstract Paintings
Pupils’ books closed. Put up the Realistic and poster
L3 Abstract Paintings poster on the board. Ask
the pupils to look at the paintings and say
how they differ, in L1 if necessary. Explain to
S7 them that some paintings are realistic: You
can tell by looking at it what the painting is
about. Other paintings are abstract: It is not
obvious what the paintings show. Point to the
first painting and say: This is a realistic
painting. The pupils repeat after you. Repeat
the same procedure for the rest of the
paintings. Pupils’ books open. Point to picture
1 and ask the pupils to say abstract or
realistic. Repeat for the remaining pictures.
Explain the task. Allow the pupils some time
to match the paintings to the words. Check
their answers.

Step 3 Make Your Own Shape Art

Read the instructions and explain the activity.

L1 Point to the examples and explain to the
pupils that they will make their own piece of
art using shapes. You can assign this as
homework. During the next lesson encourage
the pupils to present their art work. Make
sure you display their work somewhere in the
classroom.

Ending the lesson Display the pictures of the paintings you have
brought to class on the board. Ask the pupils
S1 to say which ones are realistic and which
ones are abstract.

Additional information

Differentiation – how do you plan to give Assessment – how are you planning to Cross-curricular
more support? How do you plan to check learners’ learning? links
challenge the more able learners? Health and safety
check
 give extra support through modelling and  use monitoring time during individual ICT links
 cross-curricular
drilling of stress placement during individual craftwork to assess [eliciting] learner’s links: Art and
craftwork response to questions about shape and Design vocabulary
colour and shape picture
Reflection Answer the most relevant questions from the box on the left
about your lesson.

Were the lesson objectives/learning objectives

realistic?

Did I stick to timings?

What changes did I make from my plan and

why?
Lesson plan

LESSON: Module 1 Lesson 6 Storytime The Theme of the Lesson: The Rainbow

Date: Teacher’s name:

CLASS: 2 Number present: absent:

Learning objectives(s) L3 L4 L7
that this lesson is S1 S3
contributing to
R6
UE1 UE3
Lesson objectives All learners will be able to:
respond to some prompts correctly and pronounce some words correctly and identify some
written words in story activities

Most learners will be able to:

respond to most prompts correctly, with correct pronunciation of colours and recognise
written forms of most words in reading parts of the lesson
Some learners will be able to:
respond to most prompts correctly with clear pronunciation and exhibit good
comprehension of written and audio story
Previous learning names of colours there are Where are ..?

Plan

Planned timings Planned activities Smiles Teacher

Resources Notes
Beginning the lesson Ask individual pupils to tell you their favourite
colour. Point to objects in the classroom and
ask pupils to name the colours. Write the
L4 word rainbow on the board and elicit/explain
its meaning. If you wish, teach the colours of
S3 the rainbow during this stage. [An easy way
to remember the order of the colours of the
rainbow is by memorising the acronym
VIBGYOR (violet, indigo, blue, green, yellow,
orange and red).] Then have a class
discussion, in L1 if necessary, on what the
world would be like without colours (boring,
dull, etc). Explain to the pupils that they are
going to read a story from America about
how the rainbow was created.

Presentation and Step 1 Listen, Point and Repeat Track 15 CD1

practice Flashcards 15-20
Pupils’ books closed. Put up the flashcards
L3 on the board, one at a time, and say the
corresponding words. The pupils repeat,
chorally and/or individually. Point to each
UE1 item in random order. Ask individual pupils to
name the item. Ask the rest of the class for
verification.
 Step 2 STORY CARDS

Use the story cards to present the story.

Step 3 Listen and read. Act out the story. Track 16 CD1
(activity 4)

Play the CD. The pupils listen and follow

along in their books. Play the CD again. The
pupils repeat, chorally and/or individually.
Read the Smiles Values! and have a
discussion with the pupils, in L1 if necessary,
about the moral of the story. Tell the pupils
that it is very important to respect and protect
our planet. Tell them that it doesn’t matter if
your contribution is big or small. What really
matters is to help one another with whatever
abilities you have, just like the little birds did
when they helped to make the world prettier.
L7 That way, we can all respect and protect our
colourful planet! Put up the story cards in
R6 random order. Ask the pupils to come and
put the cards in the right order. Play the CD
S1 for verification. Assign roles and allow the
pupils, in groups, some time to rehearse. Ask
UE3 the groups to act out the story. They can use
the story cards for help.

Ending the lesson Project: My rainbow Ask the pupils to use

their colouring pencils and draw and colour
their own rainbow. Display the pupils’ work
around the classroom.

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
Values links
 give extra support with modelling and  monitor learner  Values link: the importance of
drilling in small group story rehearsal comprehension during story the environment
ordering task

Reflection Answer the most relevant questions from the box on the left about
your lesson.

Were the lesson objectives/learning

objectives realistic?

Did I stick to timings?

What changes did I make from my plan and

why?