4.2.4.1 Respond to questions on an increasing range of general and some curricular topics

4.5.17.1 Use me, too and I don’t to give short answers; use when clauses to describe simple present and past actions on personal and familiar topics

·           Respond to questions on different topics

·           Give short answer with me, too and I don’t

·           Describe simple present and past actions using when clauses

Application

Example:

T — Teacher

S — Student

T: Do you know where ‘limbo’ game is from?

S: Yes, I do. It is from Trinidad and Tobago.

T: Do you know where Trinidad and Tobago is?

S: Yes, I know. It is in South America.

T: Do you like to play ‘limbo’?

S: Yes, I do. / No, I don’t.

T: Me, too/ I don’t.

·            names the games and countries correctly;

·            asks different questions, including personal using pictures;

·            responds to questions correctly;

·            answers shortly using me, too and I don’t.

·         Write a sequence of short sentences in a paragraph

Example:

There are many board games. I know Scrabble, chess and Snakes and ladders. My family is playing a board game. We like to play chess with my father. It is my favourite game.

·         describes the picture;

·         writes 3-5 short sentences;

·         gives personal information;

·         uses proper topical vocabulary;

·         puts words in correct word order in the sentences;

·         organises sentences in a paragraph.

Example:

S 1 — Student 1

S 2 – Student 2

S 1: What do you need to play chess?

S 2: I need chess pieces.

S 1: Do you like to play chess?

S 2: Yes, I do./ No, I don’t.

·         asks questions about objects and activities;

·         answers questions about objects and activities;

·         uses topical vocabulary;

·         pronounces words and phrases intelligibly.

Go to the link: https://listenaminute.com/s/sport.html

Teacher can read the transcript below.

Example: Is the man very good at sport? – Yes, he is./ No, he is not.

1.    What is his favourite sport? – Basketball./ Football.

2.    What kind of sport does the man love? –American football. /Japan’s national sport sumo.

3.    Why does he like it? — It is very interesting./ You need very little time to know the rules of the game.

4.    Does sport bring people together from all over the world? – Yes, it does. / No, it doesn’t.

5.    How does sport help people? — Keep people healthy. / Work very hard.

Transcript

Are you good at sport? I’m not, but I love watching and playing all kinds of sport. My favourite sport is football – the kind with the round ball, not American football. I wasn’t very good at football when I was a kid. This did not stop me playing. I played in the park with my friends for hours every day. What is your national sport? Do you like it? I love Japan’s national sport sumo. It is one of the most exciting sports in the world. You have to spend a little time getting to know the rules and the fighters. The greatest thing about sport is that it brings people together from all over the world. Another good thing is that it keeps us healthy. Sports stars are very lucky. They love their job and stay fit by doing it every day. What are you going to play next?

·         answers the questions according to the talk;

·         underlines the correct answers.

Application

Task. Read the text.

Tonight is the big hockey game. Bill has a blue helmet and blue skates. The hockey puck drops. The game begins. Bill skates very fast and gets the puck with his stick. He skates up the ice and shoots it towards the net. The puck goes inside the net. GOAL! Bill’s team wins the game!

Answer the questions.

1.      What game is played tonight?

2.      Who scores a goal?

3.      What team wins the game?

4.      Do you play hockey?

5.      Would you like to play hockey?

·         reads the text;

·         answers the questions correctly;

·         uses topical vocabulary;

·         finds Bill according to the description;

·         pronounces words and phrases clearly.

·         Write sentences on basic personal, general and some curricular topics

·         Check the written sentences

Task. Look at the pictures and choose ONE. Plan and write a paragraph describing the picture.

Use words: Olympic torch, Olympic rings, medals, champion, winner, first place, the Cup.

Example: Picture 1.

Plan:

·         What people or objects are in the picture?

·         What Olympic symbols are in the picture?

·         What sport can you see in the picture (pictures 4-6)

Writing

These are Olympic medals. There are three Olympic medals. They are gold, silver and bronze. Olympic champions have only gold medals and sometimes silver medals.

·         writes a paragraph in several sentences;

·         uses topical vocabulary given in the task;

·         writes sentences using appropriate verb forms and correct word order.

Follow the link https://www.youtube.com/watch?v=0GGvRtuxglM

1. The stronger the wind blew, the tighter the man held on to his jacket.          True     False

2. As soon as, the Wind stopped the Sun went away.                                        True     False

3. “Oh, it’s too hot, oh, oh!” the man started to button his coat.                         True     False

Transcript

The Sun and the Wind

One day the Wind approached the Sun and asked: “Hey, Sun, who do you think is the strongest in the world? It’s me, the Wind. Ha – ha – ha!”

“Ha – ha — ha, oh, really?!” — The Sun chuckled.

“If you don’t believe me, let’s bet on it. Ha – ha – ha, “

Just then they saw a man walking through the field.

“See that man. Whoever can make him take off his jacket wins!”

As soon as the Wind said that he started to blow as hard as he could.

«That’s strange! Why is the wind so strong today!», the man held on to his jacket tightly.The Wind blew harder and harder, but the stronger the Wind blew the tighter the man held on to his jacket.

«Oh, oh! I’m too tired! Ha- ha- ha! I can’t blow anymore! Oh- oh!»

As soon as the Wind stopped the Sun came out.

«Ok, then it’s my turn now! Watch this!»

The Sun laughed and started to shine as bright as she could.

«Huh, why is it suddenly so hot?! Oh, it’s too hot! Oh, oh!», the man started to undo one button, then another and another, but it was still too hot. So he took off his jacket and threw it aside.

«Oh, ah, it’s too hot!»

«See that, Wind, you embarrassed yourself by trying to show off!»

The Wind became so embarrassed that he blew away.

·         identifies sentences for true and false information according to the talk and marks them correctly.

·         Retell short stories and events on different topics

·         reads the sentences;

·         matches the sentences to the pictures correctly;

·         recounts the story in a meaningful way;

·         expresses likes or dislikes.

The Tortoise and the Hare

A speedy Hare bragged about how fast he was. Tired of him boasting, Slow and Steady, the Tortoise, challenged him to a race. All the animals in the forest gathered to watch.

Hare ran down the road and then decided to rest. He looked back at the Tortoise and cried out, «How do you expect to win this race when your pace is very slow?”

Hare stretched himself out alongside the road and fell asleep, thinking, «There is plenty of time to relax.»

The Tortoise walked and walked. He never, ever stopped and came to the finish line.

The animals cheered so loudly for Tortoise, that they woke up Hare.

Hare yawned, and began to run, but it was too late. Tortoise was over the line.

Answer the questions in full sentences.

1.    What did the Hare think he was good at?

2.    What did the Hare decide to do further along the road?

3.    What did the Tortoise do to make sure he wins the race?

4.    Who won the race?

5.    What was the Tortoise’s nickname?

6.    Do you like the story? Why?/ Why not?

·         reads the text;

·         answers the questions in full sentences;

·         expresses likes and dislikes.

4.5.15.1 Use would you like to to invite and use appropriate responses yes please, no thanks; use let’s + verb; verbs go, enjoy, like + verb + ing; begin use infinitive of purpose to describe simple actions and verbs want, start + infinitive; use declarative what [a/an] + adjective + noun to show feelings

·         Use would you like to to invite and use appropriate responses yes please, no thanks

·         Use let’s + verb

·         Use verbs go, enjoy, like + verb + ing;

·         Begin use infinitive of purpose to describe simple actions and verbs want, start + infinitive

·         Use declarative what [a/an] + adjective + noun to show feelings

Application

Use “I would like to”, “go/ enjoy/ like + verb + ing”, “what [a/an] + adjective + noun”.

Example:                                                                                                                                           

Teacher: Do you like listening to stories?

Student: Yes, I do. I like listening to stories./ No, I don’t. I like writing stories.

1.  Which stories do you like to listen to?

2.  Do you enjoy writing magic stories?

3.  Do you enjoy reading ancient Greek myths?

4.  What English traditional stories do you know?

5.  What Kazakh traditional stories do you know?

Task 2. Look at the pictures and make up sentences. Write them. Follow the example.

Example: Would you like to read my book? — Yes, please. / No, thanks.

Do you want to fly on a magic carpet? — Yes, I do. / No, I don’t.

Task 1

Task 2

·      expresses opinion by using “I would like to”, “go/ enjoy/ like + verb + ing”, “what [a/an] + adjective + noun”;

·      answers questions correctly;

·      writes sentences using would you like to to invite and writes appropriate answers yes please, no thanks;

·      starts using verbs want and start +infinitive.

Follow the link: https://www.youtube.com/watch?v=waw0U9tKpW0

1.    Did the prince want to marry a real princess?

A.  Yes, he wanted much.

B.  No, he didn’t like princesses.

C.  No, he didn’t think about that.

2.    Who went to open the city gate when someone knocked late at night?

A.  The Prince

B.  The Queen

C.  The King

3.    Who was standing in front of the gate?

A.  A young girl

B.  A princess

C.  An old lady

4.    What did the old Queen decide to do?

A.  To put an apple under the mattresses.

B.  To put a pea under the mattresses.

C.  To put a bean under the mattresses.

5.    In the morning, the Queen asked the Princess: “How did you sleep?” What did she answer?

A.  “Oh, very nicely!” said she.

B.  “Oh, very badly!” said she.

C.  “Oh, it was OK!” said she.

6.    Where did they put the pea?

A.  In the library

B.  In the hospital

C.  In the museum

Transcript

Once upon a time there was a Prince who wanted to marry a Princess, but she would have to be a real Princess. He traveled all over the world to find one but nowhere could he get what he wanted. There were princesses enough but it was difficult to find out whether they were real ones. There was always something about them that was not as it should be, so he came home again and was sad for he would have liked very much to have a real princess.

One evening a terrible storm came on. There was thunder and lightning and the rain poured down in torrents. Suddenly a knocking was heard at the city gate and the old King went to open it. It was a princess standing out there in front of the gate but “good gracious!” what a sight the rain and the wind had made her look: the water ran down from her hair and clothes, it ran down into the toes of her shoes and out again at the heels, and yet she said that she was a real princess.  “Well, we’ll soon find that out!”, thought the old Queen but she said nothing, went into the bedroom, took all the bedding off the bedstead and laid a pea on the bottom, then she took 20 mattresses and laid them on the pea and then 20 eiderdown beds on top of the mattresses. On this the princess had to lie all night. In the morning she was asked how she had slept. “Oh, very badly said she, “I have scarcely closed my eyes, all night, heaven only knows, what was in the bed but I was lying on something hard so that I am black and blue all over my body. It’s horrible!”

Now they knew that she was a real princess because she had felt the pea right through the 20 mattresses and the 20 eiderdown beds. Nobody but a real princess could be as sensitive as that.         So the prince took her for his wife, for now he knew that he had a real princess and the pea was put in the museum where it may still be seen if no one has stolen it there. That is a true story.

·         chooses the correct answers.

4.5.3.1 Use adjectives, including possessive adjectives, on a growing range of general and some curricular topics to describe things; use simple one-syllable and some two-syllable adjectives [comparative and superlative] to make comparisons

·         Write sentences on basic personal, general and some curricular topics

·         Check the written sentences Describe things using different adjectives and possessive adjectives

·         Make comparison using simple one-syllable and some two-syllable adjectives [comparative and superlative]

Example:

Plan:

·      name people in the picture

·      name objects in the picture

·      name animals in the picture

·      what people are doing

·      use adjectives and comparisons

Writing:

There are children in the picture. There is a magic carpet in the picture.The children are flying. The boys are happy but the girl is scared. The magic carpet is beautiful and fast. It is the fastest carpet in the world.

·         names people and objects in the picture;

·         writes what people are doing;

·         uses adjectives and comparisons.

Follow the link: http://learnenglishkids.britishcouncil.org/en/short-stories/the-princess-and-the-dragon?destination=node%2F2042

Example:

Once upon a time, a king and queen lived in a golden castle.       True     False

1. One night an ugly ogre captured the beautiful princess.            True    False

2. The king and queen were very happy.                                        True    False

3. All the dragons in the land wanted to rescue the princess.         True    False

4. The ugly ogre roared with anger when he saw the knights.        True    False

5. They rode away as slowly as they could.                                    True    False

6. One day a friendly dragon was flying over the ogre’s tower.     True    False

7. The dragon rescued the princess from the castle.                        True    False

·         underlines True for true information according to the recording;

·         underlines False for false information according to the talk.

_____ Come with me, princess, don’t be scared!

_____ My pleasure, princess.

_____ We’ll save the princess.

__1__ Help me!

_____ Please, save our princess.

_____ Thank you for saving me.

_____ Help me!

_____ Whee! I can fly.

_____ My pleasure.

_____ Thank you for saving our princess.

·         arranges the sentences in a right order;

·         writes the correct number next to the sentence.

·         Make comparison using simple one-syllable and some two-syllable adjectives [comparative and superlative]

Example: The King and the Queen are very happy.

Task 2. Look at the pictures and the adjectives in the box. Write a sentence for each of the pictures and make up comparatives or superlatives.

Example: Mary is more beautiful than Anne.

Descriptor:

Task 1

Task 2

A learner

·         matches the adjectives to the pictures correctly;

·         makes up sentences with comparatives or superlatives;

·         writes comparative and superlative sentences;

·         uses pictures and given words from the table.

4.5.1.1 Use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns, possessive ‘s/s’ to name, describe and label things

·         Name, describe and label things

·         Use singular and plural nouns

·         Use irregular plural and uncountable nouns

·         Use possessive ‘s/s’

Example: This is the Red dragon.

1.      It lives in __________.

2.

It likes ___________.

3.      It is ___________.

4.      It’s ________ is __________.

5.

It’s ________ are __________.

·         spells the words accurately;

·         labels the parts of the dragon’s body correctly;

·         completes the sentences.

Task

Describe a dragon. Put and, and, or, but, because.

1.      This dragon has got long tail __________big wings.

2.      It’s got two big eyes ___________two small arms.

3.      It can fly __________it can’tdance.

4.      I would like to play __________   make friends with this dragon __________  it is funny.

5.      Do you like green dragon __________ red dragon?

·         fills in the words for the dragon’s body parts;

·         links the words using conjunctions and, or,  but, because.

4.2.6.1 Take turns when speaking with others in a growing range of short, basic exchanges

·         Talk with others on different topics by turn

Application

1.      Who lived in the Tree of Life?

2.      Which mythical creature had a horn?

3.      Who always ate a lot of food?

4.      Which mythical creature could fly and blow fire?

·         talks by turn;

·         asks questions using pictures;

·         answers questions correctly.

4.2.6.1 Take turns when speaking with others in a growing range of short, basic exchanges

·         Speak with others in basic exchanges

Application

Go to this link:http://learnenglishkids.britishcouncil.org/en/short-stories/the-treasure-map

Teacher can read the transcript below.

Example: Did Sanjay see a bottle in the sea? — Yes, he did.

1.    Did they find a talking parrot?

2.    What did they find?

3.    What was there inside the bottle?

4.    Did the pirate took all his jewels?

5.    What did the pirate want to buy?

Task 2. Choose a partner and tell your story about the treasure map. You may use pictures, words and expressions or sentences from Task 1 to support your story.

Task 1

Task 2

·         answers the questions;

·         works in a pair;

·         speaks about the treasure map.

4.5.14.1 Use prepositions of location, position and direction: at, in, on, behind, between, in front of, near, next to, opposite, above, up, down, on the right, on the left; use prepositions of time: in, on, at, before, after; use with / without to indicate; accompaniment with for instrument and for to indicate recipient

·         Make up sentences on personal, general and some curricular topics with support

·         Use at, in, on, behind, between, in front of, near, next to, opposite, above, up, down, on the right, on the left to indicate where objects and people are

·         Check the sentences

Task. Imagine you are a pirate. Look at the map. There is an ‘X’ to show where your treasure is. Write directions to find your treasure! Use prepositions at, in, on, behind, between, in front of, near, next to, opposite, above, up, down, on the right, on the left. Check your sentences.

Example: 1. Come ashore.

2. Go straight to the palm trees.

3. Turn left.

·      provides clear directions to find the treasure;

·      writes correct sentences using prepositions of place;

·      checks the sentences for grammar and punctuation errors.

Example: The octopus is 1 – 1.

·      names the objects;

·      identifies coordinates of objects on the map and tells them;

·      pronounces words/ phrases/ sentences clearly.

4.5.5.1 Use interrogative pronouns who, what and where, how many, how much, how often, how big, what kind of to ask questions on growing range of familiar topics

·         Ask questions with who, what and where, how many, how much, how often, how big, what kind of

You can use: Shark Reef, Pirate Cove, Lava Rock, Alligator alley.

Example: Where is the Shark Reef?

·      asks questions using the map;

·      uses who, what and where, how many, how much, how often, how big, what kind of in questions;

·      follows word order in questions;

·      pronounces words/phrases/sentences clearly.

4.4.4.1 Write with support a sequence of short sentences in a paragraph to give basic personal information

·         Describe past experiences on different topics

·         Write basic personal information in short sentences organizing them in a paragraph

Example: This is a museum. You can see sceletons of dinosaurs at the museum. There are children and a teacher in the picture. There is a sceleton of T-Rex at the museum.

Task 2. Write sentences to describe the picture.

Example: It was Sunday. The children went to the museum. There was a teacher and seven pupils. The saw a sceleton of dinosaur. It is big sceleton. It has got white colour. Children like to go to the mesuem.

4.2.8.1 Express basic likes and dislikes; recount short, basic stories and events on a limited range of general and some curricular topics

·         Tell about basic likes and dislikes

·         Retell short stories on different topics

Application

Follow the link to listen to the story: https://learnenglishkids.britishcouncil.org/en/short-stories/dinosaur-dig

_____ She picked up a golden bone that was hidden under a bush.

_____ ‘What will happen if the dinosaur catches us?’ ‘Well, the game is over!’

___1_ It was Sonia’s birthday. She had a new game.

_____ Sonia was at home, sitting at her computer. ‘Hmmm. Maybe I’ll play a different game.’

_____ ‘You’re in Dinosaur Dig. We have to find old dinosaur bones.’

_____ They heard a dinosaur roar. Sonia and the boy hid behind a bush.

_____ She decided to try her new game. She clicked on the icon.

_____ There was the same icon that she saw on her computer. Sonia touched the icon.

Task 2. Now retell the story. Use the above sentences.

Answer the questions:

1.      Do you like the story? Why?

2.      Would you like to play the “Dinosaur Dig” game and meet a real dinosaur?

Task 1

Task 2

·      puts the sentences into correct order;

·      writes the number before the sentences;

·      retells the story using sentences;

·      answers the questions;

·      expresses basic likes and dislikes.

4.5.5.1 Use interrogative pronouns who, what and where, how many, how much, how often, how big, what kind of to ask questions on growing range of familiar topics

·         Ask questions using who, what and where, how many, how much, how often, how big, what kind of to ask questions

Application

Example: Who got a birthday gift?

It was Sonia’s birthday. She had a new game ‘Dinosaur Dig!’ This was what she wanted. She switched on the computer. A strange icon appeared. Sonia clicked on the icon. FLASH!

She was in Dinosaur Dig. There was a boy. She picked up a golden bone that was hidden under a bush. ‘No!’ shouted the boy. ‘You mustn’t pick the golden ones up! Now watch out for the dinosaur!’ Suddenly they heard a noise. The ground began to shake. They heard a roar. ‘RUN!’

Sonia and the boy ran fast through the bushes. There was the same icon that she saw on her computer. Sonia touched it. FLASH!

Sonia was at home.

·      asks questions according to the text;

·      uses who, what and where, how many, how much, how often, how big, what kind of.

4.2.1.1 Make basic statements which provide information on an increasing range of general and some curricular topics

·         Give information using basic statements

Application

Teacher reads the commands:

1.      Show the class “angry”.   .             5. Show the class “afraid”.

2.      Show the class “surprised”.           6. Show the class “tired”.

3.      Show the class “angry”.                 7. Show the class “It’s OK”.

4.      Show the class “sorry”.                  8. Show the class “It’s bad”.

Task 2. Tell about parts of our body that help us to express our emotions/ feelings.

Example: You can rub your nose to show “I think”.

·      follows the commands

·      tells about each part of the body.

4.4.2.1 Begin to use joined-up handwriting in a limited range of written work

·         Write sentences using joined-up handwriting

Application

Example:The girl is surprised.

Task 2. Write sentences. Use joined-up handwriting.

·      makes up simple sentences using the pictures;

·      uses joined-up handwriting to describe feelings.

4.1.3.1 Understand the main points of short supported talk on an increasing range of general and some curricular topics

·         Identify the main points of short talk with support

Teacher reads the instructions:

1.      Listen to a man talking about different professions.

2.      Put the number in a small box next to the picture.

3.      Then write the name of the profession in a big box. Number 1 is done as an example.

Follow the link: https://www.123listening.com/freeaudio/people1-5.mp3 .

! Listen to 1.40’

·      follows instructions;

·      writes the numbers in the boxes under the pictures;

·      writes the names of the professions under the pictures.

4.4.6.1 Use upper and lower case letters accurately when writing names, places and short sentences when writing independently

·       Use upper and lower case letters accurately to write names, places and short sentences

Application

Example: The capital of Kazakhstan is Nur-Sultan. People speak Kazakh.

Descriptor:

A learner

·      writes the names of places and languages with the capital letter;

·      writes correct sentences.

There are many different languages in the world. All languages have words. Chinese doesn’t have an alphabet. You write characters. Cambodian has the longest alphabet. It has 76 letters. In New Zealand, sign language is an official language. 231 languages are now completely extinct. English is an official language in more than 60 countries.

1.      What language have no the ABC?

2.      What language has lots of letters?

3.      How many languages do not exist now?

4.      How many countries have English as an official?

4.4.4.1 Write with support a sequence of short sentences in a paragraph to give basic personal information

·         Write short sentences in a paragraph to give personal information

Application

1.    Which devices from the pictures do you have?

2.    Which of them would you like to have?

3.    Which of them can you use to do homework?

4.    Do you like playing computer games?

5.    How often do you watch TV / listen to music?

Task 2. Describe your favourite tech. Write what it is, why it is favourite, who gave you it, how does it help you.

Example: My favourite tech is my iPad. It is my favourite because it is a birthday gift. My Granny gave it to me. It helps me to read books, listen to the music, and find information.

Task 1

Task 2

·         answers questions using pictures;

·         describes his/ her favourite tech;

·         writes grammatically correct sentences;

·         organises sentences in a paragraph.

4.5.3.1 Use adjectives, including possessive adjectives, on a growing range of general and some curricular topics to describe things; use simple one-syllable and some two-syllable adjectives [comparative and superlative] to make comparisons

·         Use possessive adjectives to describe

·         Use one-syllable and some two-syllable adjectives to make comparisons

Application

Example: This is Tom. He is a 4-th grade student. Tom has a smartphone. His smartphone is new. It is the best phone in his class.

Example: There are six people in the picture. They have not got iPads. Have paul got a mobile?

·      describes the picture;

·      writes positive and negative sentences and questions;

·      uses have got, has got;

·      uses there is, there are.

Cross curricular unit: Hot and Cold

4.4.7.1 Spell most familiar high-frequency words accurately when writing independently

·         Write high-frequency words accurately

Application

Teacher reads:

cold   hot   warm   cloudy   foggy   sunny   rainy   snowy   windy   stormy

Go to this link http://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/worksheets-weather-1.pdf

·         recognises the spelt words;

·         spells the words accurately.

4.2.1.1 Make basic statements which provide information on an increasing range of general and some curricular topics

·         Make up sentences on general topics

Application

Here is the forecast for tomorrow’s weather in the UK and Ireland!

In Scotland it is snowy and the weather is very cold.

In the North of England it is foggy, and in the centre and east it is rainy.

In the South and South East of England it is very sunny and hot.

In the South West it is warm but rainy.

In Wales it is cloudy but warm.

In Northern Ireland it is very sunny.

In Ireland it is stormy and very windy.

Task 2. Tell about the weather in:

1.      Wales

2.      Scotland

3.      England

4.      North of England

Example: It will be very cold in Ireland.

Task1

Task2

·           reads the text and matches the suggestions to the countries;

·           tells about weather in Wales using information from Task 1;

·           tells about weather in Scotland using information from Task 1;

·           tells about weather in England using information from Task 1;

·           tells about weather in the North of England using information from Task 1.

4.5.16.1 Use conjunctions and, or, but, because to link words and phrases

1.      In the South of Kazakhstan the weather is sunny______________ hot in summer.

2.      In the North of Kazakhstan it is cold _________________ windy in winter.

3.      In Astana the weather is hot in summer __________________ it is cold in winter.

4.      In the East of Kazakhstan the weather is warm_______________ hot.

5.      In the West of Kazakhstan the weather is warm and rainy______________ windy and hot in summer.

6.      In Almaty the weather is warm and sunny____________________ it is in the South of Kazakhstan.

·         uses conjunctions to link words and phrases;

·         uses conjunctions to connect sentences.

4.5.10.1 Use common present continuous forms, including short answers and contractions, to talk about what is happening now and future arrangements on a limited range of personal and familiar topics; use –ing forms swimming, spelling as nouns to describe familiar and classroom activities

·         Use present continuous forms, including short answers and contractions, to talk about what is happening now

1.      What season is it now?

2.      What is the weather like?

3.      Is it raining/snowing now?

4.      What is the boy wearing?

5.      What is the boy doing/going to do?

·         talks to a partner, asks and answers questions;

·         uses present continuous forms to talk about what is happening now;

·         uses present continuous forms to talk about future arrangements.

4.1.4.1 Understand an increasing range of short supported questions on general and some curricular topics

·         Answer short questions with support

Teacher asks questions after the learners read the texts.

1.      How many seasons are there in a year?

2.      What are winter/spring/ summer/ autumn months?

3.      What is the weather like in winter/spring/ summer/ autumn?

4.      What do children like to do in winter/spring/ summer/ autumn?

5.      What is the coldest/ hottest season in the year?

·         reads the texts;

·         answers the questions about months and weather in different seasons;

·         tells about activities and favourite season;

·         names the hottest and the coldest seasons.

4.2.4.1 Respond to questions on an increasing range of general and some curricular topics

4.2.7.1 Contribute a growing range of suitable words, phrases, and sentences during short pair, group and whole class exchanges

·         Give answers to the questions

·         Make a short conversation in a pair, in a group and in whole class work using appropriate words, phrases and sentences

Teacher can organise learners to work in pairs, small group or as a whole class. Learners should ask each other questions and answer them according to the pictures. They should use simple present and past forms in their talk.

Example:

1.    What season is it?

2.    What is the weather like?

3.    What are the children wearing?

4.    What do the children do in the picture?

5.    What other games or activities can they organise?

6.    What is your favourite season?

7.    What did you do in your favourite season?

8.    What clothes did you wear last summer?

·         asks questions about the picture;

·         asks personal questions;

·         answers the questions appropriately;

·         uses correct words, phrases to make up sentences;

·         uses proper verb forms in simple present and past tenses.

4.4.8.1 To include appropriate use of full stops and question marks, at sentence level with some accuracy when writing independently

·         Use punctuation marks full stops and questions accordingly

Task 1. Use the letters to make up words. Spell the words correctly.

Check classmates’ written work. Use the following table with answers.

Learners check classmates work using checklist. They give feedback for classmates’ work. (They can use 2 stars and 1 wish.)

Checklist

Task 2. Write a short paragraph using words from Task 1. Put the necessary punctuation marks (full stops and question).

Example:

It’s autumn. The weather is cool and rainy. We often wear boots in autumn. I like to walk with umbrella. Autumn is my favourite season. I enjoy it very much! Do you like autumn?

Task 1

Task 2

·         makes up words and spells them correctly;

·         assesses classmate’s work using checklist;

·         gives feedback to classmate’s work;

·         makes up sentences with the given words;

·         spells the words accurately;

·         writes a sequence of short sentences in a paragraph;

·         uses the full stops and question marks appropriately.

4.1.6.1 Understand some specific information and detail of short, supported talk on an increasing range of  general and some curricular topics

4.1.7.1 Use contextual clues to predict content and meaning in short supported talk on an increasing range of general and some curricular topics

·         Identify some specific information and detail of short, supported talk

·         Make a prediction about content and meaning of a talk using contextual clues

Application

The teacher asks questions and demonstrates pictures to support learners to predict the content of the conversation.

Task 2. Listen to the talk or watch a video. Read the sentences. If the sentence is correct, put a ✓ under T (True). If the sentence is NOT correct, put a ✓ under F (False).

Go to one of the link https://www.youtube.com/watch?v=BAR3P3Fshok

https://www.youtube.com/watch?v=lAmqsMQG3RM

Teacher can read the transcript below.

Task 3. Listen to the talk one more time (Task 2). Choose the correct word (A, B or C).

1.    Volcano is like a ________________ .

A)      Roof

B)      Window

C)      Сhimney

2.    Water becomes ________________ in the volcano.

A)       Steam

B)      Ice

C)      Stone

3.    Volcano erupts through the _____________.

A)      Crater

B)      Plateau

C)      Bottom

4.    The tallest volcano in the Solar system is _____________ .

A)      on Earth

B)      on Mars

C)      on  Jupiter

Transcript

Hello, friends! Are you wondering what this is? Well, it’s the molten lava that comes out from a volcano. Come, let me tell you what a volcano is.

I’m sure you’ve seen mountains that open up and blurt out thick molten semi-solid like substance? Well, that’s called a volcano. Let’s learn more about it. A volcano is a vent or chimney that connects magma from within the Earth’s crust to the Earth’s surface.

The liquid rock is called magma when it is under the Earth’s surface and lava after it comes out. So how does a volcano erupt? The molten rock stored in the magma chamber rises through the crater pipe pockets. As it travels up the main vent, gasses expand and water becomes steam, creating pressure. When the pressure can no longer be contained the volcano erupts through the crater and secondary side vents. Common volcanic gases include water vapor, carbon dioxide, sulfur dioxide, hydrogen chloride hydrogen, fluoride and hydrogen sulfide. Popular belief is that volcanoes are large cone-shaped mountains but that’s not true. There are many more types of volcanoes such as wide plateaus, fissure vents and bulging dome shapes. There are also volcanoes found on the ocean floor and even under ice caps such as those found in Iceland.

The word volcano originally comes from the name of the Roman god of fire Vulcan. The tallest volcano in the solar system isn’t on Earth at all but on Mars.

Task 1

Task 2

·         answers the questions;

·         identifies information for True and False statements and marks them accordingly;

·         completes the sentences with appropriate words.

4.4.2.1 Begin to use joined-up handwriting in a limited range of written work

·         Use joined-up handwriting

Application

A volcano is a mountain where molten rock erupts through the surface.

The name «volcano» has its origin from the name of Vulcan, a god of fire in Roman mythology.

Magma is a liquid rock inside a volcano.

Lava is liquid rock (magma) that flows out of a volcano. There are around 1,510 active volcanoes in the world. We currently know of 80 or more, which are under the oceans.

When magma erupts through the earth’s surface it is called “lava”.

Over half of the world’s volcanoes arise in a belt around the Pacific Ocean called the “Ring of Fire”.

Use joined-up handwriting to write answers.

1.    What word has its origin from the name of a god of fire in Roman mythology?

2.    What do we call a liquid rock inside a volcano?

3.    How do we name a liquid rock that flows out of a volcano?

4.    What is the name of a group of volcanos around the Pacific Ocean?

·         reads the texts;

·         answers to the questions;

·         uses joined-up handwriting.

Example: What do you know about volcanoes?

Why are they called volcanoes?

What shapes can they have?

·         describes the pictures;

·         asks questions using information from the pictures;

·         answers the questions appropriately;

·         talks to a partner.

4.5.16.1 Use conjunctions and, or, but, because to link words and phrases

·           Use must / mustn’t / have to to talk about obligation

·           Use have + object + infinitive to talk about obligations

·           Use and, or, but, because to join words and phrases in the sentences

Task 1. Talk to the partner. Ask 2 questions and answer 2 questions each. Use modal verbs can, must, mustn’t, have to.

Example:

— What do you have to wear in winter?

— We have to put on mittens in winter.

— Can you eat ice or snow?

— No, we mustn’t. We can get ill.

Task 2. Read the sentences. Fill in the gaps with the words from the table. Use each word once.

Example: We wear warm clothes and boots in winter.

We play snowballs or make a snowman in the yard.

1.      We enjoy skiing __________ sledging in the park.

2.      We like winter __________________ it is fun.

3.      The friends are happy after skiing, __________they are a little tired.

4.      When we go down the hill we can use skis _________ a snowboard.

·         asks questions for requests and permission;

·         talks about obligations;

·         uses can, must, mustn’t, have to in conversation;

·         fills in the gaps with conjunctions and, or, but, because.

·         Use at, in, on, behind, between, in front of, near, next to, opposite, above, up, down, on the right, on the left to indicate where objects and people are

·         Use prepositions of time: in, on, at, before, after

·         Use with / without to indicate; accompaniment with for instrument and for to indicate recipient

Use at, in, on, behind, between, in front of, near, next to, opposite, above, up, down, on the right, on the left.

The teacher can ask questions him/herself or can organize pair work. The learners can ask each other questions and answer them. Before the task they can revise Prepositions.

Example:

1.      The ball is under the table.

2.      The Post office is opposite the Hospital.

3.      I get up at 8 o’clock.

4.      I can draw with a pencil.

5.      My mother baked a cake for us.

·         makes up 7-8 sentences using the picture;

·         uses 7 prepositions of location correctly.

Cross curricular unit: Healthy World

4.4.7.1 Spell most familiar high-frequency words accurately when writing independently

·         Spell familiar often used words accurately

Application

The teacher uses the picture and reads the words and phrases for learners to repeat.

Task 2. Listen to the teacher and write words accurately.

Teacher reads the words and learners write them.

Teacher can use self or pair assessment to check the task.

Task 1

Task 2

·         pronounces the words and phrases distinctly;

·         spells words correctly.

4.5.12.1 Use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often; begin to use simple adverbs of manner  e.g. well, badly; use common –ly manner adverbs to describe actions e.g. slowly, quickly

·         Talk about habitual actions, facts and future timetabled events using simple present forms

·         Describe actions and feelings using simple past form

·         Tell about simple events using simple past forms

·         Use short answers and contractions in simple present and past tense

·         Use adverbs of time and frequency sometimes, often, always, never and adverbs of manner e.g. well, badly

·         Use common –ly manner adverbs to describe actions e.g. slowly, quickly

Application

Example: Usually I get up at 7 o’clock, but when I was younger, I got up at 8 o’clock.

I didn’t run quickly last year. Now I can run fast.

Descriptor:

A learner

·         tells about everyday activities;

·         makes up sentences about past events, feelings;

·         uses adverbs of time and frequency and adverbs of manner;

·         uses simple present and past forms correctly.

4.4.7.1 Spell most familiar high-frequency words accurately when writing independently

4.5.3.1 Use adjectives, including possessive adjectives, on a growing range of general and some curricular topics to describe things; use simple one-syllable and some two-syllable adjectives [comparative and superlative] to make comparisons

·         Spell most familiar high-frequency words accurately

·         Use adjectives, including possessive adjectives to describe things; one-syllable and some two-syllable adjectives to make comparisons

Application

Example: warm —  warmer —  the warmest

Task 2. Make up sentences with possessive adjectives. Use joined-up handwriting.

Example:

Kate has got a friend.  This is Kate’s friend.

Nick has got a puppy.  This is Nick’s puppy.

Descriptor:

Task 1

Task 2

A learner

·         spells the words correctly;

·         writes the degrees of comparison of adjectives correctly;

·         uses possessive adjectives correctly;

·         uses joined-up handwriting.

4.5.10.1 Use common present continuous forms, including short answers and contractions, to talk about what is happening now and future arrangements on a limited range of personal and familiar topics; use –ing forms  swimming, spelling as nouns to describe familiar and classroom activities

·         Use present continuous forms to tell about what is happening now and future arrangements

·         Use short answers and contractions in a talk using present continuous forms

·         Use –ing forms as nouns to tell about activities on the topic

Application

Task. Look at the picture. Discuss the topic with a partner.

Example: The children are having lunch.

The girl is eating an apple.

Apple is a healthy food.

Eating healthy food is important.

·         discusses the topic with a partner using the pictures;

·         uses present continuous forms appropriately;

·         uses –ing forms as nouns.

4.5.5.1 Use interrogative pronouns who, what and where, how many, how much, how often, how big, what kind of to ask questions on growing range of familiar topics

·         Ask questions using interrogative pronouns who, what, where, how many, how much, how often, how big, what kind of

Application

Task. Talk to a partner about animals. Take turns to ask and answer questions to get information.

·         uses interrogative pronouns to asks questions;

·         answers the questions;

·         uses topic related vocabulary.

4.4.2.1 Begin to use joined-up handwriting in a limited range of written work

4.4.5.1 Link with some support sentences using basic coordinating connectors

·         Write sentences according to the plan

·         Check the written sentences

·         Use joined-up handwriting

·         Use basic coordinating connectors to link sentences

Application

Task 2. Use your answers as a plan and write about the animal. Use and, or, but to link sentences.

Example:

This is a fox. It lives in the forest or in the field. It eats small animals. The fox can run fast but it can’t fly. It is a wild animal.

Task 1

Task 2

·         gives short answers to the questions;

·         writes sentences about an animal;

·         uses answers as a plan;

·         uses joined-up handwriting;

·         uses and, or, but.

·           Use irregular plural and uncountable nouns

·           Use possessive ‘s/s’ to name, describe and label things

Task. Write singular and plural of the words.

Answer keys:

The teacher can give answer keys to learners for self -assessment.

·         writes the correct form of the word;

·         uses singular and plural form of nouns;

·         uses irregular plural nouns.

Teacher uses the link https://learnenglishkids.britishcouncil.org/en/short-stories/angel-look-out

Transcript:

Angel and his grandpa live on the Great Barrier Reef in Australia. Grandpa is tired.

‘I’m going to sleep now, Angel. Be good, and don’t go past the coral! There are lots of dangerous animals out there.’

‘Hi, Angel. What are you doing?’

‘I’m bored. Grandpa is asleep.’

‘Do you want to come and play?’ ‘Yes, let’s go!’

‘Look, Turtle! A ball!’

‘Look out! That isn’t a ball! It’s a dangerous octopus! Swim!’

‘Angel! Look out! There’s a dangerous fish behind you! Angel, you must be careful here. You’ve got to stay with me!’

‘I’m sorry, Turtle. Look! I’ve got a present for you.’

‘Aargh! This is a dangerous cone shell! Drop it quickly, Angel!’

‘I’m tired, Turtle. Can we rest here?’

‘Don’t sit here, Angel! There’s a dangerous sea snake! Quick! Swim!’

‘Where are we?’

‘I don’t know. I think we’re lost. Look out, Angel! That’s a box jellyfish! Swim!’

‘Look out, Turtle! A dangerous animal is behind you!’

‘That’s not a dangerous animal. It’s Doug. He’s my friend.’

‘Hello, Doug. We’re lost. Can you help us?’

‘Yes, I can help you. I’ll take you home.’

‘Hello, Angel.’

‘Hello, Grandpa.’

‘Oh, you’ve been a very good fish, Angel. Here’s a present for you.’

‘Thanks, Grandpa!’

·         puts the sentences in a correct order;

·         writes numbers before the sentences..

4.2.3.1 Give short, basic description of people and objects; begin to describe past experiences on an increasing range of general and some curricular topics

·         Describe people and objects, and  past experiences on general and some curricular topics

Application

Saiga antelope

Saigas are antelopes that lived in the Western Europe, Eurasian continent, Alaska. Today there are less than 50 000 animal remain. They live on the territory of Kazakhstan, too.

This animal is unusual in appearance. It has a huge, humped nose, a round body, thin legs and a short tail. They are very good runners. They can swim across rivers. Their coats protect them from the cold. Saigas live in steppes and grasslands. They can be very aggressive.

Saigas are migrating in summer and winter. They eat grass and their big noses help them to filter out dust and cold air. They can have one or two babies.

1.    Where do saigas live now?

2.    What makes their appearance special?

3.    What can saigas do well?

Task 2. Look at the picture and describe the animal. Answer the questions.

Task 1

Task 2

·         reads the text;

·         answers the questions;

·         tells about the animal;

·         describes animals.

4.2.6.1 Take turns when speaking with others in a growing range of short, basic exchanges

4.5.12.1 Use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often; begin to use simple adverbs of manner  e.g. well, badly; use common –ly manner adverbs to describe actions e.g. slowly, quickly

·         Talk to others on general and some curricular topics

·         Use adverbs of time, frequency sometimes, often, always, never to indicate when and how often and manner well, badly, slowly, quickly

Application

Example:

—          Do you always help to keep our planet clean?

—          I sometimes help to plant trees.

—          What do you do to help the Earth?

—          I always pick up litter and put it into a bin.

·         talks to a partner;

·         asks and answers questions appropriately;

·         uses adverbs correctly.

·         Use imperative positive and negative forms

Example:

Keep our water clean, please!

·         writes 3 sentences in imperative positive form;

·         writes 3 sentences in imperative negative form;

·         uses ideas/information from the picture.

The teacher can ask questions or organise pair work.

·         answers the questions on the topic appropriately.

Planet Earth

Forests are home to over half of the world’s animals and plants. Trees clean the air and produce oxygen. We destroy forests every minute. We throw away thousands of trees in paper every day.

The oceans are home to millions of marine animals. We pollute the oceans with rubbish. Turtles mistake plastic bags for jellyfish and die when they eat them.

The climate gets warmer, the ice melts and the sea rises.

Rivers collect rain water. Plants clean the water. Farms and factories pollute the rivers. Every day we each flush about 50 litres of water down the toilet.

People should respect nature and live a long and healthy life!

Write the missing words in the sentences.

1. Forests are home to over half of the world’s _________________ and plants.

2. _________________ clean the air and produce oxygen for us to breathe.

3. The ______________________ are home to millions of marine animals.

Mark T for True or F for False sentence.

1. Turtles die when they eat plastic bags.               ___________________

2. The climate gets colder.                                      ___________________

3. Farms and factories don’t pollute the rivers.      ___________________

·         reads the text and writes the missing words correctly;

·         identifies and marks True and False statements appropriately.

Cross curricular unit: Journey into space

4.5.5.1 Use interrogative pronouns who, what and where, how many, how much, how often, how big, what kind of to ask questions on growing range of familiar topics

·         Ask questions using interrogative pronouns who, what and where, how many, what kind of

Application

Billy and Splodge are in a spaceship. They are looking for animals in space. Splodge sees a planet. ‘Everything on this planet is red. Look! The trees and leaves are red. I think animals can’t live here.’

Billy sees another planet. ‘Everything is yellow here. The sky and clouds are yellow. There is a yellow volcano. I think there aren’t any animals here too.’

Billy is in the spaceship. ‘Splodge, there are no animals in space. Let’s go home!’

Splodge sees another planet. It’s planet Earth. The sky is blue and the sun is yellow. The grass is green, the flowers are red. ‘We see animals here!’

Task 2. Ask questions on the text. Use Who, What, Where, How many, What kind of?

1.      Who _______________________________________________________?

2.      What _______________________________________________________?

3.      Where ______________________________________________________?

4.      How many ___________________________________________________?

5.      What kind of _________________________________________________?

Example:

1.Who are in space?

2.What are they doing in space?

3.Where are they looking for animals?

4.How many planets do they see?

5.What kind of planets do they see?

Task 1

Task 2

·      underlines Billy’s opinion in red and Splodge’s opinion in blue correctly;

·      uses who, what, where, how many, what kind of in questions;

·      makes up grammatically correct questions.

Task. Word search. Find the words and cross them. Write the words correctly.

Task 2. Make up 4 sentences using the words and write them correctly.

Example:

Astronauts use oxygen to breathe in space.

1.      _____________________________________________________

2.      _____________________________________________________

3.      _____________________________________________________

4.      _____________________________________________________

Task 1

Task 2

·         finds the words in the word search and crosses them;

·         makes up sentences using the words;

·         writes the words correctly.

4.3.4.1 Find with support books, worksheets and other print materials in a class or school library according to classification

·         Read printed materials, worksheets, texts aloud with support

Application

Task 1. Go to the school library or look through a number of books in the classroom to find a text on the topic “Space”. Discuss with the learners the way they identified the necessary text or book.

Example:

1.      How many books did you look through?

2.      Did you see any pictures about space there?

3.      What were the pictures?

4.      What words helped you to recognise the idea of the text?

Or alternatively teacher can prepare set of cards with words, phrases, sentences on different topics, such as space, healthy world, treasure, sport etc. And learners should classify them according to the topics.

Task 2. Read the fact file aloud. Pronounce the words and sentences correctly.

Teacher monitors reading, makes notes to give feedback to the learners.

There are eight Planets in the Solar System. In increasing distance from the Sun, the planets are: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto

Jupiter is the largest planet, while Mercury is the smallest.

Earth is the third planet from the Sun and the fifth largest of the eight planets in the Solar System. People name it — a Blue Planet.

The most beautiful planet in our Solar System is Saturn. It is a gas giant. Saturn is the second largest planet in our Solar System. It has rings; they are made of millions of ice crystals.

Task 1

Task 2

·         finds a text on the topic;

·         answers the questions;

·         reads the text aloud;

·         pronounces the words correctly.

4.4.2.1 Begin to use joined-up handwriting in a limited range of written work

·         Use joined-up handwriting to write words

Application

Task. Read the information in the table. Fill in the gaps with the words from the box.

Example: Astronauts like to float in space because there is no gravity!

1.    A person who can travel or live in space. _________________

2.    Big objects (like planets) pull smaller things to them. It keeps you on the ground and makes things fall down. _________________

3.    Tests to check ideas or make new discoveries in science! _________________

4.    Very little things inside the food we eat or tablets to keep us healthy. _________________

5.    A gas that humans and animals breathe.  _________________

6.    A place where people can live in space for a long time. _________________

7.    Space transport (a rocket is a type).  _________________

8.    When an astronaut goes out into space alone to explore.  _________________

9.    Special clothes an astronaut wears to go on spacewalks.  _________________

·         reads the sentences;

·         finds the correct word in the box for each sentence;

·         uses joined-up handwriting to write the words.

4.2.4.1 Respond to questions on an increasing range of general and some curricular topics

·         Answer the questions on general and some curricular topics

Application

1. This planet is home to “Olympus Mons” the largest volcano in the Solar System.

2. This planet is very hot, because it is the closest to our star.

3. The third planet from the Sun and the fifth largest planet.

4. The brightest planet in Solar System.

5. This is one of nearly 12 dwarf planets in our Solar System.

6. The heaviest planet.

7. The gas giant that is closest to the Sun.

8. This “Blue planet” spins on a horizontal axis and has 11 rings.

9. This is another gas giant and the 8^th planet from the Sun.

10. This second largest planet is so light.

Task 2. Answer the questions.

Teacher asks questions. The learners answer them.

1.      What planet is the second from the Sun?

2.      Why is Mercury the hottest planet in Solar System?

3.      How is the Earth called?

4.      Which planet spins on a horizontal axis?

5.      What is the name of one of the dwarf planet in Solar System?

Task 1

Task 2

·         reads the sentences about planets;

·         writes the correct number near the appropriate planet;

·         answers the questions correctly.

4.1.8.1 Understand short, supported narratives on an increasing range of general and some curricular topics

·         Identify general ideas and information in short narratives with support

1.      __liens

2.      Bel__ __ve

3.      Sc__ __nce

4.      Exis__

5.      Plane__

6.      __niverse

Teacher reads:

1.      Aliens

2.      Believe

3.      Science

4.      Exist

5.      Planet

6.      Universe

Task 2. Listen to the story. Write True or False next to the sentence.

Go to this link https://listenaminute.com/a/aliens.html

Example:  There are aliens out there, somewhere.                       ______True_____________

1. They are green like in science fiction movies.                         _______________________

2. But the writer is sure that aliens exist.                                      _______________________

3. There are hundreds of planets in the universe.                         _______________________

4. Some aliens can be much more intelligent than we are.           _______________________

Teacher can read the transcript:

There are aliens out there, somewhere. I strongly believe this. Not sure what they look like, though. I really doubt they are green, like they are in science fiction movies. I also don’t think they look like us. But I’m sure they exist. I just don’t think we’ll ever see any or find any. They live too far away. If you think about it logically, there has to be aliens out there. All a planet needs is to be warm and have water and life will exist. There are billions and billions of planets in the universe, so there are probably millions and millions that have life. Alien life. It’s also likely that some of the aliens are much more intelligent than we are. I wonder what we’d do if really intelligent aliens visited the Earth. What would we ask them?

Task 1

Task 2

·         writes the missing letters;

·         spells the words correctly;

·         writes “True” and “False” next to the sentences according to the story.

4.4.5.1 Link with some support sentences using basic coordinating connectors

4.5.16.1 Use conjunctions and, or, but, because to link words and phrases

·         Write sentences with support on basic personal, general and some curricular topics

·         Use and, or, but, because, so to connect words, phrases and sentences

Task 2. Use your short answers from Task 1 as a plan to write sentences. Use connectors and, or, but, because to link words and phrases.

Example:

1. This is my new friend alien.

2. He lives in a faraway Galaxy.

3. He can be green, yellow or purple.

4. My friend is funny and friendly, but he can be angry because he is hungry.

5. We can do many things on the Earth and we can fly to his home.

Task 1

Task 2

·         answers the questions in short and writes them;

·         uses the answers as a plan;

·         makes up sentences;

·         uses and, or, but, because to connect words and phrases appropriately;

·         uses and, or, but, so to connect sentences.

Cross curricular unit: Machines

4.5.12.1 Use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often; begin to use simple adverbs of manner  e.g. well, badly; use common –ly manner adverbs to describe actions e.g. slowly, quickly

·         Use sometimes, often, always, never to indicate when and how often

·         Use well, badly and other simple adverbs of manner

·         Describe actions with slowly, quickly and use other manner adverbs -ly

Task 2. Write sentences. Use the words sometimes, often, always, never.

Example: The crane always lifts things quickly.

1.      The rocket _________________________________________.

2.      The boat ___________________________________________.

3.      The motor saw ______________________________________.

4.      The scissors ________________________________________.

Task 1

Task 2

·      uses slowly, quickly, well, badly;

·      writes the words in the box correctly;

·      spells the words accurately;

·      makes up sentences;

·      uses the adverbs appropriately.

Hello! I am Mike. I like sports cars. They are interesting. My brother Tom is car crazy. He buys car magazines, watches car programmes on TV and looks at car websites. He knows the name, maker, engine size and top speed of every car. He talks non-stop about the cars. I’d like to buy a sports car or a hybrid car. My brother thinks these are boring. He says a car should be powerful and fast. I don’t agree. I think cars should get you from A to B and be big enough for me and my friends. I prefer smaller cars because they are easier to park.

Decide whose opinion is it. Write Tom’s (T) or Mike’s (M) near the sentence.

1.      Sports cars are interesting.                                                   ________________

2.      Sports cars are boring.                                                          ________________

3.      A car should be powerful and fast.                                       ________________

4.      Cars should get you from A to B.                                         ________________

5.      Cars should be smaller because they are easier to park.       ________________

·         identifies boys’ opinions in the text;

·         writes the correct names/letters next to each sentence.

4.2.6.1 Take turns when speaking with others in a growing range of short, basic exchanges

4.2.7.1 Contribute a growing range of suitable words, phrases, and sentences during short pair, group and whole class exchanges

·         Talk on the topic with others in turn

·         Use appropriate words, phrases, and sentences to express ideas during short pair, group and whole class work

Higher order thinking skills

The learners can work in pairs or in small groups of 3-4 pupils. They can choose one picture to describe and tell about. The other learners in the group can ask questions to develop conversation.

Example:

—          Is this a fast car?

—          Yes, it’s a fast car, but I think the red car can move faster.

—          What can move faster a bike or a car?

—          A car moves faster than a bike.

—          What means of transport do you use to go to school?

—          I ride a bike to school?

—          Why do you use a bike to go to school?

—          I like it because it is fast and fun.

·         tells the group about fast machines;

·         uses appropriate words;

·         asks questions in pairs/ a small group;

·         answers the questions.

1.      This is _____________   robot.

2.      ____________ robot is fast, but _______________ robot is slow.

3.      Look at _______________ robots over there! They are so smart!

4.      _______________ robots are better! They help people.

5.      _______________   robots can clean the house.

6.      People use __________   robots to move heavy things.

7.      Are there ________________ robots on the space station?

8.      Scientists use __________ robots to make experiments.

9.      Japanese engineers made __________amazing robot helping old people.

·         uses determiners;

·         completes sentences correctly.