AUTONOMOUS EDUCATIONAL ORGANIZATION

«NAZARBAYEV INTELLECTUAL SCHOOLS»

ENGLISH
Course Plan

2019-2020 academic year

Grade 4
 Contents

Long term plan 3

Medium term plan 7
Unit 1: Kazakhstan in the World of Sport 7
Unit 2: Values in Myths and Legends 18
Unit 3: Treasure and Heritage 31
Unit 4: Professions and Ways of Communication 43
Unit 5: Hot and Cold 50
Unit 6: Healthy World 59
Unit 7: Journey into Space 70
Unit 8: Machines 81
Suggested vocabulary list 98
Short term plan (Lesson plan) 102

2
Long term plan
Subject: English Grade 4

Term 1 Term 2 Term 3 Term 4

1 Kazakhstan in the World of 5 Hot and Cold
Sport 3 Treasure and Heritage 7 Journey into Space
Children’s games Treasure maps Weather Into Space
 Finding out about different games  Choosing suitable objects to include  Talking and writing about the clothes  Learning a song about space, and
children play around the world in a class treasure chest people wear in cold weather reading a story about an astronaut’s
 Designing, making and reviewing simple  Giving and following directions to  Finding out and writing about what life in space
board games locate treasure on a map animals do in summer and in winter in  Finding out and sharing information
Olympic Games  Writing a letter telling somebody Kazakhstan and other countries about the International Space Station
 Finding out, reading and writing about how to find the treasure Volcanoes Planets
the Olympic Games Treasure and numbers  Reading about volcanoes and  Finding out about and describing the
 Role-playing an interview with an  Solving number problems about performing a group drama with sound planets, and categorising them
Olympian from Kazakhstan or another treasure effects and body language according to their features
country  Using grids and co-ordinates to  Making a shape poem about a volcano,  Listening to and discussing music
Aesop’s Fables describe and find the locations of building a model volcano, and writing about the planets and making a
 Reading and acting out the story of the treasure on a map about a volcano erupting model of the solar system
Hare and the Tortoise Our planet’s treasure Snow and ice Aliens
 Listening to the story about the Wind  Describing objects and discussing  Explaining rules about what to do and  Reading and listening to information
and the Sun, and discussing what the ideas for an exhibition of natural what not to do in snow and ice about creating imaginary planets, and
treasures  Carrying out and reporting a writing about them
 Reading, listening, and re-telling a temperature experiment with ice cubes  Making and role-playing a digital
story about archaeology and  Writing acrostic poems about snow story about an alien, discussing his
dinosaurs and ice problems, and suggesting ways of
Writing a story about finding helping him
treasure

2 Values in Myths and Legends 4 Professions and Ways of 6 Healthy World 8 Machines
Communication
Traditional stories Body language Healthy bodies Slow machines
 Watching a story about a journey on a  Talking about feelings and how we  Talking about health problems and  Categorising types of machines
magic carpet use our faces and bodies to giving helpful advice including clocks, and recording
 Listening to the story of Jack and the communicate  Categorising types of food and information about time and time
Beanstalk, and doing a hot seat activity  Listening to a song and practising activities according to how zones in a chart
with the characters following classroom instructions healthy/unhealthy they are  Finding out and writing about simple
People and places Communicating around the world Save our animals machines we have in our homes
 Term 1 Term 2 Term 3 Term 4
1 Kazakhstan in the World of 5 Hot and Cold
Sport 3 Treasure and Heritage 7 Journey into Space
 Finding out about good and bad  Finding out information from other  Creating fact files about endangered Fast machines
characters in stories learners know and learners and preparing simple fact animals and writing an animal shape  Listening to a story about machines
in Greek myths files poem and comparing different types of
 Watching, practising and performing a  Talking about different ways of  Finding out about endangered and machines and their features
story about a dragon rescuing a princess communicating and languages we saved animals in Kazakhstan, and  Reading and writing about machines,
Dragons and creatures want to learn making a class wall frieze and solving family problems by
 Drawing and writing descriptions of Technology Help the planet working out which machine is useful
dragons for a wall display  Using questionnaires to collect and  Carrying out a class survey about our Robots
 Gathering information about mythical compare information about recycling habits at home  Listening and re-telling a story about
creatures and role-playing their communicating using technology  Listening to a new “green” version of a robot, and then designing a fast
conversations  Discussing and writing about what the story of Little Red Riding Hood, robo-dinosaur
we are able to do with technology and role-playing her encounter with  Describing things that can fly and
the Wolf creating a flying robot
 Playing a question-and-answer game
to make a robot
Term 1 Term 2 Term 3 Term 4
Listening:

 Listening skills focus on the  This term learners practise a range  Listening skills focus on the  Listening skills are developed
understanding of classroom instructions of listening skills for general and understanding of longer discourse. through input of longer classroom
and understanding the main points of curricular topics and they also listen This includes listening to instructions, longer explanations of
short supported talk. for sounds which rhyme. instructions, questions, explanations new concepts and longer scripts.
 Learners listen to input from the  Learners continue to listen to a range and descriptions.  Learners continue to listen to a range
teacher, from peers and from the of digital input and input from  Learners listen to extended input of contextualised teacher, peer and
Internet. All input is supported. teacher and peers but they also listen from the teacher and from digital digital input on the topics of sport
 The main objectives covered are L1, L3, to outsiders and a grandparent materials. Both means of input and holidays.
L6 and L7. Learners develop intensive talking about their work continue to be supported and  Most listening objectives are
listening when doing spelling and experiences. contextualised. covered and there is a focus on
dictation work.  Most listening objectives are  The listening objectives developed listening to question forms in the
covered and this term and there is a during this term are L1, 4, 6 and 7. present and past tenses.
focus on predicting language from
context.
Speaking:

 Learners consolidate and develop  Learners have many opportunities  Speaking skills are developed when  Speaking skills develop learners’

4
 Term 1 Term 2 Term 3 Term 4
1 Kazakhstan in the World of 5 Hot and Cold
Sport 3 Treasure and Heritage 7 Journey into Space
speaking skills from previous grades. to ask and answer personal learners share their ideas about the abilities to communicate facts and
 Learners communicate words, sentences questions and to ask questions to topics of art, music and literature. opinions and to justify their ideas.
and short discourse during pair, group workers invited to class, and a They also produce facts when They communicate using complex
and whole class tasks. All spoken output grandparent. learning about fantasy places. sentences about the present and the
is supported, for example through  Learners communicate using both  Learners are encouraged to develop past.
visuals, word banks and sentence present and past tenses and they use clear pronunciation, to take turns  Learners practise speaking skills in
starters. basic connectors to express reasons when communicating in pair and all activities presented. These
 Speaking objectives covered are S1, S2, and contrasting ideas. group work and to contribute during involve longer interactions in pair,
S4 and S6. Learners begin to achieve S7.  Speaking objectives therefore focus whole class work. group and whole class discussion.
on S2 and S4 but S7 is also  Although learners develop most  Almost all speaking objectives are
achieved when learners increasingly speaking objectives, this term there is covered this term. Learners are
contribute to pair, group and whole a focus on achieving S6, 6 and 7. expected to contribute more
class work. language orally.

Reading:

 Reading skills focus on developing  Learners’ reading skills are  Reading skills focus on reading  Reading skills learners develop are
independent reading at word, sentence developed using worksheets, books sentences and short fiction and non- related to input from subjects across
and short text levels. All reading is and also online materials. Reading fiction texts related to the creative arts the curriculum as well as to
contextualised. continues to be well supported. and to fantasy places. developing learners’ basic
 Learners read short descriptions and  Learners read short fiction and non-  Learners differentiate between facts interpersonal communicative skills.
explanations in print and digital forms. fiction texts about a range of jobs and opinions presented in a range of  Learners are presented with some
They explore the school library to locate and different types of work. texts, and they gain confidence to read short texts which have less support
reading materials and also locate them  The focus is on reading objective the detail in specific information. than in previous terms. The texts are
from the web. R6 as learners need confidence to  Reading objectives are developed at in paper and digital form.
 The focus this term is on learning understand the main points in short word, sentence and text levels and this  The majority of reading objectives
objectives R1, R2,R4 and R6. texts in the present and past. term focus on R2, 3 and 6. are covered. There is a focus on
achieving understanding of detail.

Writing:

 Writing and spelling skills are built on  Learners develop a range of writing  Writing skills continue to be supported  The skills of writing are developed
those from G5. Learners focus on skills at word, sentence and through a variety of different strategies through individual and collaborative
accuracy at word and sentence levels. paragraph levels. All writing is including labels, sentence generators written work related to a wide range
 Learners label diagrams and drawings; related to the topic of work. and model texts. of topics within the topics of sport

5
 Term 1 Term 2 Term 3 Term 4
1 Kazakhstan in the World of 5 Hot and Cold
Sport 3 Treasure and Heritage 7 Journey into Space
they write short descriptions and  Learners write questions and  Learners write a range of texts and holidays.
explanations using comparative forms. answers, write descriptions of including short stories, descriptions,  Learners write many paragraphs
Most written work involves using people and short reports after doing and recounts of past events. By the end about personal matters and subject
connectors. interviews. They increase the of the term, they should gain matter. They use both present and
 Learning objectives covered are W1, length of sentences and paragraphs confidence in using joined-up past tenses to describe actions,
W2, W3, W6 and W7. Learners start a by using all the basic connectors. handwriting. feelings and events.
G6 spelling notebook to record ‘tricky’  Learners work towards achieving  Learners are working towards  This term, learners cover the
spelling and letter patterns in high- learning objectives W3, W7 and achieving several writing objectives majority of writing objectives and
frequency words. They start practising W8. These include a focus on but the main focus is on W2, 3, 6 and use of English objectives for G6.
joined-up handwriting. accuracy at word and sentence 8.
levels as well as accuracy with use
of punctuation.

Notes:
A unit is a body of lessons which covers a defined topic.

W = whole class
G = group work
P = pair work
I = individual work
E = learner experiment
D = teacher demonstration
f = supports formative assessment

6
Medium term plan
English Primary Grade 4
Unit 1: Kazakhstan in the World of Sport
Recommended prior knowledge
Learners should know how to play simple board games in English and will be familiar with the vocabulary of sport. They should be able to
communicate basic sentences with the verbs has/have got and like and be able to use imperative forms and some interrogative pronouns.
Context
This unit explores the topic of competition, and enables learners to participate in simple games and make their own ones. The topic is personalised
and develops all four skills, and cross-curricular links are made with geography and sport. The unit also prepares learners to prepare for future units
involving the language of games. The final section, Aesop’s Fables will prepare learners for Unit 2, Values in Myths and Legends.
Outline
Learners start by considering the topic of competition through games they know, before looking at games around the world and international
competition in sport. Learners explore competitive sports through listening and speaking, reading and writing about Olympic sports, Olympic rings
and Olympians. The final section involves learners in listening to two simplified versions of Aesop’s fables, both of which involve competition.
For learners’ safety teachers should pay attention while planning lessons to Disaster Risk Reduction and prepare some lessons or activities using the
sites or Safety Instruction rules; http://oureverydaylife.com/clothing-safety-toddlers-4374.html
This unit is recommended to be covered in ~8 academic hours and start with a one/two-hour introductory lesson. (~ - approximately)
Key learning objectives
4.1.2.1 understand an increasing range of supported questions which ask for personal information;
4.2.4.1 respond to questions on an increasing range of general and some curricular topics;
4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal information;
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 example given well, badly, use common -ly manner adverbs to describe actions example given slowly, quickly;
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
4.3.2.1 ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics;
4.4.3.1 write with support short sentences which describe people, places and objects;
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;
4.5.8.1 use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics
4.1.4.1 understand an increasing range of short supported questions on general and some curricular topics;
4.4.1.1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics;
4.1.8.1 understand short, supported narratives on an increasing range of general and some curricular topics;

7
 4.2.5.1 pronounce an increasing range of words, short phrases and simple sentences intelligibly;
4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics;
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 example given well, badly, use common -ly manner adverbs to describe actions example given slowly, quickly
4.1.3.1 understand the main points of short supported talk on an increasing range of general and some curricular topics;
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;
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;

Learning objectives Suggested teaching activities Teaching notes Learning resources

4.1.2.1 understand an Introductory lesson (1 or 2 academic hours

increasing range of [optional])
supported questions which
ask for personal Find someone who ... Teacher writes ideas on the board. Way ahead 3.Pupil’s book.
information; (W) Elicit the ideas learners usually like doing Then learners try to match pictures Page 24-25
4.2.4.1 respond to questions during summer holidays and write them on the with descriptions.
on an increasing range of board
general and some curricular (W) Learners interview 5 partners as in the given Write the title “Find someone
topics; sample and complete the table. who” on the board. Draw a grid (5
(I) Learners copy the questions to their papers. squares across and 5 down). In
4.4.4.1 write with support a (W) Learners circulate around the class and ask each square put the prompts :.,
sequence of short sentences each other these questions: Do you like playing football, swimming, etc
in a paragraph to give basic swimming? Do you like playing football? etc . Teacher writes a question starter
personal information; to make learners less stressed with
4.5.12.1use adverbs of time the activity “Do you like
and frequency: sometimes, swimming?” and how to answer
“Yes, I do.” Or “No, I don’t”
often, always, never to The first person to interview at least 4
indicate when and how learners reports the teacher about
often, begin to use simple findings and gets a point or green
adverbs of manner example card.
given well, badly, use
common -ly manner adverbs

8
Learning objectives Suggested teaching activities Teaching notes Learning resources

to describe actions example

given slowly, quickly; Children’s games 1 Pre-learning
4.5.17.1 use me, too and I Pre – learning Teacher gives the following words in
don’t to give short answers, (W) Learners look at the words on the board and the next order: climbing, online,
marathon, painting, eating food, table
use when clauses to describe try to guess what the topic of the lesson is. tennis, ice-dancing, table football, ice-
simple present and past Learners Write a list of 11 words on the board skating, obstacle course racing, https://www.topendsports.
actions on personal and then spell the first letters of each word and quess netball, so that learners find the key
com/sport/sports-all-n.htm
familiar topics the key word Competition/ Then find out who word from the first letters of each
activity. for definitions and images
likes the written competitions and what kind of l
competitions they don’t like.

Activity 1 Activity 1
(I, P, f) Learners write 3 sentences about Teacher models the answer with
competitions: her own example of sentences.
e.g. I really like ___. I like ___. I don’t like ____.
I play ___ well. I play ____ badly. I often play Pre-teach : “Me too” and “I don’t”
________.
I always play ____________ with my friends.

Learners read their sentences to the partners and

answer with “Me too” and “I don’t” http://www.topics-
Activity 2 Activity 2
Pre teach twister, chess. When mag.com/edition11/games
(W) Project the map of the world to the board. -section.htm Information
Ask some questions. learners are guessing the topic,
accept some L1 and translate. about children’s games
e.g. Where is Kazakhstan? Where is around the world
Russia/Britain/Australia/the US/Canada? Learners refer to words on board
Learners guess 3 games children play around the when saying competitions they
world in competitions (e.g. chess, marbles, like.
football, rock, scissors, paper, Kim’s game). Monitor pairs as they talk to each
other and note any problems
common to a few learners. Address
these when the task ends.

9
Learning objectives Suggested teaching activities Teaching notes Learning resources

Learners point to countries. This is

not a geography lesson but it is
important learners have
opportunities to look at maps.
Explain they are going to find out
about games children play around
world and play two. When they
play they complete the table as a
formative assessment. For
example:
Name of the game:
Number of players:
Type of the game: individual or http://en.wikipedia.org/wik
team i/Rock-paper-scissors
Objects they use:aim of the game:

Activity 3 Activity 3 Instructions for rock,

(P) Play rock, scissors, paper in pairs 3 times. Take in a small rock, scissors and paper, scissors game
Change partners. Play 4 partners then find out paper and explain how to play the small rock, scissors, paper
who the winners were. game. See the fifth hyperlink. Spelling notebooks
Draw learners’ attention to spelling
of rock. Explain the two letters
have one sound. Elicit:sock, clock,
duck, back, neck, jacket and
learners record in spelling
notebooks. Primary Colours Pupil’s
Activity 4 Activity 4 Book 2 Hicks, D and
(P) Play the memory game in Primary Colours, Teacher asks learners to read the Littlejohn, A. (CUP 2003)
page 5 exercise 3 but learners choose a different story through in 10 seconds, then page 5
page with a story on it. learners stop watching and tell the
answer to each other. The winner

10
Learning objectives Suggested teaching activities Teaching notes Learning resources

is the person who says first, after

10 seconds.

Activity 5 Activity 5
(W, f) Play Kim’s game with 10 familiar objects. Kim’s Game (see 4th hyperlink) https://www.youtube.com/
Hold up each one for learners to name. Record on Take in 10 familiar objects e.g. watch?v=CNoZIHVSojM
the board for learners to read. Erase words, cover pen, pencil, ruler, rubber, book, Kim’s game video
the tray and learners write down objects they can glove, sock, egg, sweet, toy, drink
remember. 5 - 10 correct = 20 points! 1 - 5 correct and place them on a tray in front or
= 10 points in the centre of the classroom so
Cover the tray again. Remove one object. Which that everyone can see the objects.
is missing? Learners should also say its position: Give learners 2 – 3 minutes to
It’s next to/between/in front of/behind … memorise them. Cover the tray and
ask learners to write down as many
names of the objects as they
remember.
Explain learners score 1 point if
correct, and score 5 points if they
say where the object is on the tray.
Repeat 4/5 times. Who has 20/25
points?
Plenary
(W) Learners describe 3 games and say which
game they like: the first or the second. Are the Teacher returns to the table the https://theirworld.org/news
games more difficult in English than in L1? Do learners have completed and /games-that-school-
children-play-around-the-
competitions always have winners? learners share their feedback with
world
(G,I) Play ‘one of the games with the members of each other
the family or friends

11
Learning objectives Suggested teaching activities Teaching notes Learning resources

4.2.4.1respond to questions Children’s games 2 Concept check: go forward and go Primary Colours Pupil’s
on an increasing range of Pre – learning back using Total Physical Book 2 Hicks, D and
general and some curricular (W, D) Brainstorm names of board games learners Response e.g. go forward 3 steps, Littlejohn, A. (CUP 2003)
topics; know. Pre-teach snakes and ladders, scrabble. go back 2 steps. Page 26 and page 11,
4.3.2.1ask questions to find Project an image of each one from the Internet. Pre-learning exercises 2 and 3.
out about present and Do you play these games in Kazakhstan? Project Locate a template of a simple board
possibly past experiences on scanned pages from Primary Colours 2 page 27 or game from the Internet – see http://notebookingfairy.co
an increasing range of ask learners to look at the pages in their books. examples in two hyperlinks – m/2012/01/game-board-
general and some curricular Learners look at the board game and find the enlarge and copy for groups of 3 or templates for game
topics; instructions (start, go forward 2, go back 3, finish, 4 template
4.4.3.1 write with support talk about it) and questions (What’s this? Whose To practice the use of ‘Whose’ see
short sentences which is this?) Primary Colors 2, page 11, Way Ahead 2 Pupil’s
describe people, places and Demonstrate go forward and go back. Learners exercises 2 and 3. Book Mary Bowen,
objects; say imperative verb forms. Activity 1 Printha Ellis
4.5.5.1use interrogative Activity 1 Write a list of familiar topics on (MACMILLAN 2004)
pronouns who, what and (G, f)Learners look at the list of topics on the board for learners to make their Pages 46-50
where, how many, how board. In groups, they agree on the topic, 12 board game e.g. food, animals,
much, how often, how big, words related to the topic to draw on the board clothes, hobbies (or they can Way Ahead 2 Pupil’s
what kind of to ask game and on who will do each drawing. Number choose). Book Mary Bowen,
questions on growing range or put letters in each box on the game board. Instead of drawing objects, learners Printha Ellis
of familiar topics; Decide on questions to write could find pictures to stick on the (MACMILLAN 2004)
4.5.8.1use imperative forms e.g. What’s this? What are they? Who’s this? Who game board or write their own Page 63
[positive and negative] to are they? What has the boy/girl/house/car etc. questions as it is given in the
give short instructions on a got? What kind of ___ is this? suggested hyperlink https://www.eslbase.com/d
growing range of familiar (G,f) Ask learners to exchange board games with Monitor groups of learners at both ownloads/pdf/present-
topics another group and play their game. Are the stages of the board game: making it simple-board-game.pdf
instructions clear? and playing it. Note accuracy of
Plenary questions and spelling of
(I) Learners write 2 things they like about the interrogative pronouns. Note group
board game they played e.g. I like the topic/the dynamics as a game is played.
words/the drawings/the questions. Peer feedback is important. Keep
peer comments positive.

12
Learning objectives Suggested teaching activities Teaching notes Learning resources

4.1.4.1 understand an Olympic Games

increasing range of short Pre – learning
supported questions on (G) In small groups, learners brainstorm sports. Learners should know: football, http://education.scholastic.
general and some curricular Record their ideas on the board. Learners look at tennis, swimming, cycling, running co.uk/resources/198901
topics; the Olympic Games poster (the first hyperlink). and basketball. Remind learners Olympic games poster
4.2.4.1respond to questions Do they know which sports are Olympic Sports? the Olympic Games are a famous Way Ahead 2 Pupil’s
on an increasing range of Circle any that are in this category on the board. sport competition. Book Mary Bowen,
general and some curricular Activity 1 Printha Ellis
topics; (I, P) Think! You can ask a famous Olympian Activity 1 (MACMILLAN 2004)
4.4.1.1 plan, write and some questions. Write five questions to ask Check if learners know the names Pages71-72
check sentences with him/her. Find out: name, age, where he/she is of two or three famous
support on a range of basic from, sport, medal. With a partner, do a role-play international Olympians and two http://www.esltower.com/
personal, general and some (interview). or three ones from Kazakhstan. VOCABSHEETS/olympic
curricular topics; Write a short report for a school magazine. Write the names on the board. s/Olympic%20Sport%20V
4.4.4.1 write with support a Provide interrogative questions to ocabulary.pdf Worksheet
sequence of short sentences help those who need support to with vocabulary task
in a paragraph to give basic start writing questions.
personal information; Tell learners to write 5 sentences http://learnenglishkids.briti
4.5.5.1use interrogative after the interview. Monitor shcouncil.org/en/play-
pronouns who, what and spelling and ask learners to reread with-friends/word-hurdles
where, how many, how Activity 2 and correct in pairs or gropus. Interactive vocabulary
much, how often, how big, (W, D, P) Learners look at the Olympic Sport Activity 2 game
what kind of to ask worksheet (see the second hyperlink). Find out if Explain how to read the grid. Say
questions on growing range any learners do these sports. Say the names of the letter first, then the number. http://learnenglishkids.briti
of familiar topics new sports and ask learners to repeat. Model how Listen for the correct word stress. shcouncil.org/en/word-
to ask and answer names of sports on the Which sports names sound like games/paint-the-
worksheet grid Kazakh and Russian words? words/olympic-and-
e.g. Diving. A, 3. paralympic-games
Extension vocabulary
Activity 3 Activity 3 game
Change task by asking the sport in grid reference Write on the board or put on the Way Ahead 3 Pupil’s
Book Mary Bowen,

13
Learning objectives Suggested teaching activities Teaching notes Learning resources

e.g. What’s in B, 5? worksheet: Printha Ellis

(P) Learners take turns to ask and answer 1. Which sports end with –ball? 2. (MACMILLAN 2004)
questions about 5 or 6 sports shown in grid. Which sports end with –ing? 3. Page 24
e.g. A: What’s in A, 2? B: Running. Which sports have two people? 4.
Which sports have got a team? 5.
Which sports are dangerous?
6. Which sport do you like?
Activity 4 Activity 4
(I, f) Write three sports questions for a partner to Differentiation:Provide question https://www.youtube.com/
answer by looking at the grid. Start questions starters for those who need support. watch?v=UExR8GZmRL
with: Monitor slower learners as they A
Which sport do you …? What kind of sports have read, answer and write questions
got…? How many players are there in_____? about sports.
Which sports have got two words? Extension: learners can play the
Plenary game in final hyperlink: match
(W) Learners sing the song as a whole class. people, places, things and verbs
related to Olympics.
Plenary
See the fifth hyperlink.
4.1.8.1understand short, Aesop’s Fables 1
supported narratives on an Pre – learning Pre-learning
increasing range of general (W) Answer questions. If yes, put both hands up. Accept some L1 in learners’
and some curricular topics; Who likes stories? Who likes stories about answers. Tell them some story http://www.youtube.com/
4.2.5.1pronounce an animals? Can animals speak in stories?Which names in English and in the L1 and watch?v=TdKzDvBWJ6s
increasing range of words, animals are in stories?e.g. pigs, wolf, frog, L2 e.g. Little Red Riding Hood, Story of Hare and Tortoise
short phrases and simple chicken, dragon. The Frog and the Princess, Chicken with background music
sentences intelligibly; Little, Three Little Pigs.
4.3.3.1 recognise basic Activity 1 Activity 1
opinions in short, simple (W) Look at pictures of the hare and the tortoise Pre-teach: hare, tortoise, race,
texts on an increasing range and listen to how the words are pronounced. quick, slow, start, finish. Project
of general range of general Repeat. Predict:Who wins the race? The hare or simplified story of the Hare and the
and some curricular topics; the tortoise? Tortoise – see the first hyperlink or

14
Learning objectives Suggested teaching activities Teaching notes Learning resources

4.5.12.1use adverbs of time (I, f)Listen to the story and hold up the hare or the read the story with pictures. Half
and frequency: sometimes, tortoise card when two animals speak. Swap cards the class writes hare on a piece of
often, always, never to with partner and listen again. Which animal has paper, the other half writes tortoise.
indicate when and how quick music? Which has slow music? Monitor listening skills by looking
often,begin to use simple at cards learners hold up.
adverbs of manner example Activity 2
given well, badly, use (I) Half the class makes the mask of the hare; half Activity 2
common -ly manner adverbs makes the mask of the tortoise. Use the second hyperlink to copy for masks
to describe actions example Activity 3 and cut out mask templates for the https://www.twinkl.co.uk/re
given slowly, quickly (W) Read the play script as a whole class. Select a hare and the tortoise. source/t-t-11547-the-
sentence the hare says. Hold up the card with Activity 3 tortoise-and-the-hare-role-
‘quickly’. Learners repeat the sentence quickly. Use the third hyperlink for the play play-headband
Repeat with ‘slowly’ for tortoise then ‘loudly’ for script. Include a narrator or adapt The play script
the hare and ‘quietly’ for the tortoise. What do so there is only the hare and the http://www.play-script-
learners notice about spelling of adverbs? (-ly at tortoise. Prepare 4 flash cards with and-
end) Record the adverbs in spelling notebooks. quickly, slowly, loudly, quietly. song.com/#!fables/c1cwo
Activity 4 Write the sentence the hare says http://www.aheadbooks.co
(G/P, f) Read play script aloud in threes (with the and one the tortoise says in large m/Upload/aesop_fables.pd
narrator) or in pairs (without the narrator). Think! writing. f
Does the hare speak quickly or slowly? Does the Activity 4 http://www.play-script-
tortoise speak quickly or slowly? Groups or pairs Monitor and help learners practise and-
act out the story. their lines. Think about intonation song.com/#!fables/c1cwo
(W)What does the story tell us?It is good to take and speed of delivery. Ask if the
our time and do things well. race is a competition. Spelling notebooks
Plenary Before groups or pairs act out the
(I, G) Ask learners if they would like to be the story, ask another pair to give
hare or the tortoise. Learners complete the feedback
worksheet at page 54 in Primary Curriculum Box e.g. Do they speak quickly and
and then exchange ideas in groups using page 55 slowly? Do they speak loudly and
to give reasons for answers. quietly? Primary Curriculum Box,
(2009) Bentley CUP

15
Learning objectives Suggested teaching activities Teaching notes Learning resources

4.1.3.1understand the main Aesop’s Fables 2 Primary Colours Pupil’s

points of short supported Pre – learning Pre-learning Book 2 Hicks, D and
talk on an increasing range (W, P) Listen to simple facts about the writer of Tell learners 3 or 4 facts about Littlejohn, A. (CUP 2003)
of general and some The Hare and the Tortoise. Listen to his name, Aesop. Page 41
curricular topics; where he’s from and the names of the stories he e.g. The writer’s name is Aesop. http://images.scholastic.co.
4.1.8.1understand short, wrote. Tell a partner. Do you agree? Listen again He’s from Greece. His stories are uk/assets/a/dc/0e/ne1008a
supported narratives on an and check. usually about animals. They are 2iiback3-inp-113249.pdf
increasing range of general called fables. Some stories are for drawings of wind and
and some curricular topics; about weather. sun for stick puppets
4.2.8.1express basic likes Activity 1 Activity 1 Primary Curriculum Box,
and dislikes, recount short, (I, P, f) Look at page 41 in Primary Colours 2. Monitor work done in Primary Bentley (2010) CUP page
basic stories and events on a What weather pictures are there? Listen to the Colours to find out who remembers 133 for simplified story of
limited range of general and recording and put the pictures in order. Compare weather vocabulary and who can The North Wind and the
some curricular topics; with a partner and listen again. Do exercise 2. Is ask and answer fluently. Draw Sun
4.5.3.1 use adjectives, the weather the same in Kazakhstan? learners’ attention to spelling of http://eslpuzzles.com/Gra
including possessive frequency adverbs, especially mmar%20Games/Adjectiv
adjectives, on a growing usually. e%20Games/Comparatives
range of general and some Activity 2 Activity 2 %20Match%20Up%20Ga
curricular topics to describe (W) Using worksheets colour the pictures of the Prepare a simple version of ‘The me.html for comparative
things, use simple one- Wind or the Sun. Can the Wind and the Sun have Wind and The Sun’ story to listen . adjectives
syllable and some two- a competition (contest)? Listen to Aesop’s fable or
syllable adjectives and find out. Activity 3 listening the video of the
[comparative and Activity 3 While listening prepare story
superlative] to make (W, G) Listen to the story of the Wind and the comprehension questions as a https://www.youtube.com/
comparisons; Sunand answer comprehension questions in group formative assesment Elicit weather watch?v=0GGvRtuxglM
4.5.12.1use adverbs of time work: adjectives from G2 (sunny, windy, Primary Colours Pupil’s
and frequency: sometimes, • Who are the characters in this story? rainy, snowy) Pre-teach verbs: to Book 2 Hicks, D and
often, always, never to • What kind of contest did the Wind and the Sun take off, to argue, to prove , to Littlejohn, A. (CUP 2003)
indicate when and how have? blow, to hold tight. Which Way Ahead 2 Pupil’s
often, begin to use simple • What did the Wind do to prove how it is strong? adjective in the story is new? Book Mary Bowen,
adverbs of manner example • What did the man do when the Wind blew hard? (embarrassed) Printha Ellis
• What did the Sun do to prove how it is strong? (MACMILLAN 2004)
given well, badly,use

16
Learning objectives Suggested teaching activities Teaching notes Learning resources

common -ly manner adverbs • What did the man do when the Sun grew bright? Divide learners into groups of 3 Pages 26-30
to describe actions example • Why did the man take off his coat? and ask to choose roles of the Sun,
given slowly, quickly  Who won the contest? the Wind and the traveller.
Listen to the story again and pause before the
words of characters, so that learners could write
the words the will say in role-playing activity
Activity 4 Activity 4
(G, f) Learners stick pictures of wind and sun on Copy images of sun and wind in
sticks and practise a dialogue using the word bank first hyperlink, cut in half so that
and sentence starters to help. Act out dialogue. one was the Sun and the other was
. the Wind, the third was the
Traveller.
Provide vocabulary for learners:
sun, wind, man, coat, strong,
stronger, cold, hot, blow, shine,
Activity 5 take off, start. Provide a language
(I, f) Learners listen to the acting of their frame e.g. Wind: Hello, ___. I ___
classmates and assess them by criteria: strong. Sun: Hello, ____, and I am
- Artistic skills _____. Wind: I think I am _____.
- Use of comparative adjectives Sun: And I think I am ______.
- Use of adverbs from the. Wind: Look at that _____. I can
_____ his coat off.
Plenary
Learners write sentences about which stories they Provide learners with the
like. assessment list in the form of a
e.g. I really like; I like; I don’t like the story ____. table with gaps for names and
criteria.

17
 English Primary Grade 4
Unit 2: Values in Myths and Legends
Recommended prior knowledge
Learners should know a few traditional stories in English such as Little Red Riding Hood and they will know about Greek myths from lessons in the L1. Learners have had
considerable practice in role-playing and should feel confident speaking lines from stories in English to the whole class. They will know a range of nouns related to people and
places, and know adjectives for describing them.
Context
The unit explores well-known, traditional stories and most of the accompanying activities can be used or adapted for any story. Learners also read about famous characters in
Greek myths and extend their knowledge of Greek Gods. Learners watch clearly read fully contextualised stories online, all of which have activities teachers can adapt in other
contexts. Links are made to subjects learners are studying in the L1 and L2 curricula: Greek myths and dragons.
Outline
The unit starts with a personalisation activity to find out what learners like about stories and then explores two well-known, traditional stories. Learners study characters, places,
dragons and strange creatures and develop their vocabulary to describe these story ingredients. Learners participate in short role-play activities, read and write sentences about the
stories presented. This involves stating facts, giving opinions and producing creative ideas in descriptions and a play script.
For learners’ safety teachers should pay attention while planning lessons to Disaster Risk Reduction and prepare some lessons or activities using the sites or Safety Instruction
rules; http://oureverydaylife.com/clothing-safety-toddlers-4374.html
This unit is recommended to be covered in ~8 academic hours and start with a one/two-hour introductory lesson. (~ - approximately)
Key learning objectives
4.1.4.1 understand an increasing range of short supported questions on general and some curricular topics;
4.2.2.1 ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics;
4.4.7.1 spell most familiar high-frequency words accurately when writing independently;
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
4.1.8.1 understand short, supported narratives on an increasing range of general and some curricular topics;
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;
4.2.4.1 respond to questions on an increasing range of general and some curricular topics;
4.4.1.1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics;
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;
4.5.7.1 use personal subject and object pronouns, including indirect object pronouns and use possessive pronouns mine, yours to give personal information and describe actions
and events
4.1.5.1 identify initial, middle and final phonemes and blends;
4.3.5.1 understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues;
4.4.2.1 begin to use joined-up handwriting in a limited range of written work;
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;
4.5.16.1 use conjunctions and, or, but, because to link words and phrases

18
4.2.6.1 take turns when speaking with others in a growing range of short, basic exchanges;
4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics;
4.4.3.1 write with support short sentences which describe people, places and objects;
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 example given well, badly,
use common -ly manner adverbs to describe actions example given slowly, quickly;

Learning objectives Suggested teaching activities Teaching notes Learning resources

4.1.4.1 understand an Traditional stories 1 Pre-learning
increasing range of short Pre-learning Prepare worksheets with questions about Worksheets with
supported questions on (W) Learners try to guess the word. learners’ likes and dislikes related to stories. questions
general and some Teacher spells ‘story’ by writing each Differentiation: you can add some questions
curricular topics; letter in the air (one by one). in the past tense for more able learners who
4.2.2.1 ask questions to (f) Answer questions about stories from can ask and answer the questions using past
find out about present the worksheet: simple.
and possibly past I like / don’t like listening to stories. e.g. I enjoyed/ didn`t enjoy listening to stories
experiences on an I like / don’t like reading stories.
increasing range of I like / don’t like watching film stories.
general and some I enjoy / don’t enjoy writing stories.
curricular topics; I enjoy / don’t enjoy acting out stories.
4.4.7.1 spell most Differentiation:
familiar high-frequency I liked / didn’t like listening to stories.
words accurately when I liked / didn’t like reading stories.
writing independently; I liked / didn’t like watching film stories.
4.5.15.1 use would you I enjoyed / didn’t enjoy writing stories.
like to to invite and use I enjoyed / didn’t enjoy acting out stories.
appropriate responses yes
please, no thanks, use Activity 1
let’s + verb, verbs go (W, f) Learners walk around asking others Activity 1
enjoy like + verb + ing, questions: Do you like/enjoy ____ing to Monitor learners as they ask and answer
begin use infinitive of stories?/Did you like/enjoy ___ing to questions about stories. Do they use like/enjoy
purpose to describe stories? Find three others with the same + _ing? Make notes of common mistakes and
simple actions and verbs answers. write them on the board after they finish this
want, start + infinitive, activity. Give feedback.
use declarative what
[a/an] + adjective + noun Activity 2 Activity 2

19
to show feelings (W) Write Aladdin on the board. Find out If you have any learner that knows the story
who knows this character and who likes of Aladdin, encourage him/her to tell what it
this story. Draw a magic carpet on the is about.
board and ask any learner: Do you have a
carpet in your bedroom? Is it magic?
http://learnenglishkids.bri
Activity3 Activity 3 tishcouncil.org/en/short-
(W, G, f) Divide the learners into groups To divide the learners into 3 groups ask them stories/ali-and-the-
of three, using “Count off” activity. If you to count off by Where, What, Who in turns. magic-carpet Story of Ali
want three groups, then count off by Learners predict and suggest the places, sights and the Magic Carpet
“Where, What and Who”. Explain to and people/animals Ali will meet. Encourage
learners that the story they are going to to use picture dictionaries for ideas.
watch is called ‘Ali and the magic carpet’.
In groups of 3 learners discuss:
1. where Ali’s magic carpet takes him;
2. what Ali sees;
3. whom Ali meets.
One learner lists 5 places, another one lists
5 things he sees, another one lists 5
people/animals he meets. Students
compare their answers with another group.
Teacher may record some ideas to the
board.

Activity 4 Activity 4 http://learnenglishkids.bri

(D, W,I) Hand out worksheets for the Prepare a pre-listening matching task. tishcouncil.org/sites/kids/
matching activity. Read aloud the words Words on the left 1.jungle 2.desert 3. South files/attachment/short-
on the left and ask learners to repeat. They Pole 4. mountains 5. forest 6 island stories-ali-and-the-
read the words on the right. Explain any Words on the right: a. very foggy b. thunder magic-carpet-
words learners are unsure about. Learners and lightning c. ice and snow d. hot, wet, worksheet.pdf
watch the video then do the matching task. raining e. very windy f. very, very hot and dry
(pre-teach any words mentioned above in case
your learners are not familiar with them).
Activity 5

20
 (G) Learners return to pre-video groups Activity 5
and watch the video again. They take Draw learners’ attention to spelling of rain
turns, and suggest e.g. Let’s look at the and mountain. What sound is ‘ai’?: long in
places first. rain and short in mountain. Write on Spelling Notebooks
Learners tick things they saw in the video board:train, sail, email, wait, paint. Drill the
on their lists. Which group guessed most pronunciation with learners. Ask which of
places, most things Ali sees and most these words are verbs and which are nouns.
people/animals Ali meets? Learners record in spelling notebooks.

Activity 6
(P) Learners work in pairs. In pairs they
ask each other: Where do you want to go
on a magic carpet? What do you want to
see? Who do you want to meet?
(I) Draw and colour a magic carpet. Draw
squares, circles and triangles on it.Is it like
Ali’s? Write two sentences about it.
e.g. This is my magic carpet. It’s [colour]
and [colour]. It’s got [shape] and [shape]
on it. Do you like it?
Plenary
Learners take 2 minutes to write 2 or 3
(more able learners) statements to describe
what they have learnt and how they have
learnt it.
4.1.8.1 understand short, Traditional stories 2
supported narratives on Pre-learning
an increasing range of (W) Teacher asks learners what their
general and some favourite names of boys in L1 are; then
curricular topics; elicits boys’ names in English.
4.2.3.1give short, basic
description of people and Activity 1 Activity 1
objects, begin to describe (W)Tell learners they are going to watch a Draw learners’ attention to words they will http://learnenglishkids.bri
past experiences on an video. First, learners listen to the find while listening. Learners should write the tishcouncil.org/sites/kids/

21
increasing range of introduction. word under the pictures. Drill the words cow, files/attachment/short-
general and some Read:Once upon a time there was a boy angry, climb, beans, castle, stories-jack-and-the-
curricular topics; called Jack. He lived with his mother in giant, hen, harp, egg, gold, sing with learners. beanstalk-worksheet.pdf
4.2.4.1 respond to the country. They had no money but they Task 1
questions on an had a cow.
increasing range of Ask:Who is in the story? When is it?
general and some Where is it?
curricular topics; Explain what a beanstalk is. Pre-teach the
4.4.1.1 plan, write and vocabulary your learners will need while
check sentences with completing the task.
support on a range of
basic personal, general Activity 2 Activity 2 https://www.google.com/
and some curricular (I, f) Learners look at the boy`s outline Prepare a worksheet with an outline of a boy. search?q=jack+and+the+
topics; and write adjectives and nouns around it to Below write questions and multiple-choice beanstalk&source=lnms
4.5.3.1 use adjectives, describe what they think Jack looks like: answers with familiar vocabulary e.g. 1. &tbm=isch&sa=X&ved=
including possessive tall or small? fat or thin? clean or dirty? Where does Jack take his cow? to the park / 0ahUKEwi_psv7veDiAh
adjectives, on a growing straight or curly hair? strong or weak? to the market / to the fun fair UJEJoKHaJ0Bs0Q_AUI
range of general and good or naughty? Age? Has he got a 2. What does the man give Jack? some magic ECgB&biw=1366&bih=
some curricular topics to brother or sister? What sport does he like? beans / some magic peas / some magic cheese 657#imgrc=BG1lVP3aM
describe things, use What’s he wearing? 3. What does Jack climb? an apple tree / a AWt5M:
simple one-syllable and big house / a beanstalk
some two-syllable Activity 3 Monitor learners as they complete the
adjectives [comparative (P)Compare ideas with a partner. Find out multiple-choice questions. Note any words
and superlative] to make if learners would like to meet Jack. What they don’t remember and check with the
comparisons; can they invite him to do? Learners role- whole class when they have finished the
4.5.7.1 use personal play then swap roles e.g. activity.
subject and object Learner: Would you like to play football?
pronouns, including Jack:Yes please. (or) No thanks. I’m
indirect object pronouns busy/tired/helping my mum.
and use possessive
pronouns mine, yours to Activity4
give personal (I) Project the video of Jack and the
information and describe Beanstalk. Learners compare adjectives http://learnenglishkids.bri
actions and events they`ve written to describe Jack with what tishcouncil.org/short-

22
he looks like on video. Who described him stories/jack-and-the-
best? beanstalk

Plenary
(I) Learners use an adjective to describe
Jack.
Differentiation: high achievers may
justify their answers by giving reasons.

Pre-learning
Learners sit or stand (teacher`s choice) in a
circle. Their task is to tell one thing they
remember from the story about Jack. Activity 1
Learners swap their worksheets with each
Activity1 other. Teacher projects correct answers on the http://learnenglishkids.bri
(I, P) Learners watch the story and put the whiteboard and learners check their work. tishcouncil.org/sites/kids/
sentences in order. Compare answers with files/attachment/short-
their partners. Teacher checks the answers Activity 2 stories-jack-and-the-
and gives feedback on wrong answers. Monitor learners to see how well they ask beanstalk-worksheet.pdf
questions in the hot seat activity. For those Task 2
Activity 2 who need support, give question starters e.g.
(W, f) Hot seat activity. One learner is Do you like…?What’s your favourite…? Have
Jack and sits at front of class. Learners ask you got a …? Where / when do you…? Are
questions. Choose a different learner to you …?
‘hot seat’ the mother then the giant. Some questions that your learners might ask:
How old are you? Where do you live? Have
Activity 3 you got a brother/sister? Do you like school?
(I, f) Learners write a short description of What’s your favourite game? Do you like
Jack using adjectives: what he looks like, going to the market? Are you clever? Do you
what he wears, his family, what he likes like giants?
doing, etc. Activity 3
(W) Write on the board: Jack gives the Jack’s description does not have to be like the
man his cow. The man gives Jack five image of Jack in the video.
magic beans.

23
 Ask:What does Jack give the man? What Activity 4
does the man give Jack? Help learners notice the construction of the
sentence: person + verb + person + noun.
Activity 4
Learners look at Primary Colours, page
42-43. They first say and then write what
the boy can give the strange animal.
e.g. The boy can give the strange animal
some chicken and potatoes. He can give
the strange animal a computer.

Plenary
Learners tell if they think Jack`s actions
are good or bad (right or wrong) and why.
4.1.5.1 identify initial, People and places Worksheets including:
middle and final Pre-learning Pre-learning complete the word
phonemes and blends; (W) Write on the board: places in fairy Prepare the first activity as a worksheet: activity; matching
4.3.5.1 understand the stories. Learners name places they know names of places in fairy tales with letters activity; reordering
main points of short or remember from the previous stories in missing. activity
simple texts on a English e.g. forest (f o _ e _ t) countryside, house,
growing range general e.g. forest, countryside, a house (Ali and castle, tower.
and some curricular the magic Carpet). Pre-teach castle, tower Which words are difficult to spell? (silent ‘t’
topics by using by drawing them. Explain that a tower is in castle / ‘ou’ in house)
contextual clues; often dark.
4.4.2.1 begin to use
joined-up handwriting in Activity 1 http://learnenglishkids.bri
a limited range of written (I, P) Learners complete the activity from tishcouncil.org/en/short-
work; the worksheet. With a partner, they take stories/the-princess-and-
4.5.3.1 use adjectives, turns to name places. Learners circle the the-
including possessive words that are difficult to spell. dragon?destination=node
adjectives, on a growing %2F2042 Basic story of
range of general and Activity 2 a dragon rescuing a
some curricular topics to (W) Project a video on the board using the Activity 2 princess
describe things, use first hyperlink. Pre-teach ogre and knight. Prepare the second activity in a worksheet:

24
simple one-syllable and On the opening slide, learners tell you matching. Learners draw lines between 5 Worksheets with
some two-syllable where to draw lines characters king, queen, daughter, ogre, matching and ordering
adjectives [comparative e.g. from the first word to the third picture. dragon and adjectives: sad, beautiful, ugly, tasks
and superlative] to make Learners listen to 5 main characters (king, scary, friendly, strong, happy. Then draw
comparisons queen, daughter, ogre, dragon) and 5 lines between 5 places (castle, tower,
places (castle, tower, mountains, ocean, mountains, ocean, caves) and adjectives
caves). Check and learners write down (golden, tall and dark, blue) Note, some
these 10 words. characters have more than one adjective,
some places don’t have any adjectives
Activity 3 (mountains and caves).
(I, f) Before playing the video again, tell Activity 3
learners to listen for adjectives to describe Prepare activity 3 on worksheet: write10
characters and places. Hand out the sentences said by princess, king, knights and
worksheet at the end and learners match dragon but not in order:
adjectives to nouns (sad, beautiful, ugly, Help me! Please save our princess.
scary, friendly, strong, happy king and We’ll save the princess. Help me!
queen, daughter, ogre, dragon) Come with me, princess, don’t be scared!
Thank you for saving me. My pleasure,
Activity 4 princess. Whee! I can fly. Thank you for
(P, f) Ask learners who speaks in the story saving our princess. My pleasure.
(princess, king, knights, dragon). Who
makes noise? (ogre, princess). Learners For further activities, see the hyperlink.
watch the video for the third time. Pairs do Prepare 5 names of characters + knight and
ordering sentences activity on worksheet. hand out to groups of learners.

Activity 5
(G) Learners in groups of 6 ( + a knight)
practise performing the story using ten
sentences and any additional language
they want to use
e.g. What can the queen say, who to and
when? Does the ogre speak or just roar?
Students perform in groups. What do the
others like about the play?

25
 Plenary
Learners talk to their partner and list 3
things their neighbour has learnt today.
4.4.7.1 spell most Dragons and creatures 1 Grammar reference for
familiar high-frequency Pre-learning “would like” structure:
words accurately when (W) Brainstorm names of animals and http://www.englishpedia.
writing independently; monsters in traditional stories. Accept L1 net/my-
4.5.1.1 use singular in some cases. grammar/basic/would-
nouns, plural nouns – Write on the board: wolf, dragon, ogre and you-like/like-verb-
including some common elicit adjectives: bad, friendly, strong, big, would-like-
irregular plural – and hungry, clever, horrible. difference.html
uncountable nouns, Pre-teach scary if necessary.
possessive ‘s/s’ to name,
describe and label things; Activity 1 Activity 1
4.5.15.1use would you (W, P, I, f)Ask:Would you like to meet a Explain we use ‘Would you like (to) …’ as a
like to to invite and use wolf in a forest? Would you like to see a polite way of asking something or inviting
appropriate responses yes dragon at school? Would you like to talk people to do something e.g. Would you like
please, no thanks, use to an ogre? some water? Would you like to play my
let’s + verb, verbs go Learners say either, yes, please or no, computer game? During pair activity,
enjoy like + verb + ing, thanks. encourage more able learners to ask and
begin use infinitive of In pairs, they ask and answer three answer:Why?orWhy not?e.g. Because I enjoy
purpose to describe questions each about a wolf, a dragon and talking. Because an ogre is scary.
simple actions and verbs an ogre. Learners write down three Monitor pairs during the speaking activity.Do
want, start + infinitive, questions they asked their partner and they ask and answer fluently?
use declarative what partner’s responses.
[a/an] + adjective + noun
to show feelings; Activity 2 Activity 2
4.5.16.1 use conjunctions (W)Project the PPT. Display the images of Help learners notice the apostrophe before the
and, or, but, because to body, ears, feet, face, snake, cow, fish, ‘s’. Remind them it shows that the thing
link words and phrases eagle. Learners say the words they know belongs to someone or something.
and label these parts first. Explain deer’s
antlers and clam’s belly if necessary.

26
Activity 3 Activity 3 Images of dragons:
(I, f) Learners draw and label a strange Explain learners are going to draw and https://www.google.kz/w
dragon. Below write four sentences. describe two dragons. They must be different. ebhp?sourceid=chrome-
This dragon is a ____. It lives in ___. It instant&ion=1&espv=2&
likes ____. It’s (adjective) Would you like Activity 4 ie=UTF-
to meet ____? This link has the option of reading the 8#q=images+of+dragons
Exchange with a partner, read the text and descriptions of dragons or listening to them.
say what they like about the dragon. Use both writing activities as a means of
formative assessment. Differentiation: High
Activity 4 achievers may not need sentence level
(W) Project the second hyperlink: Spot the support.
dragon. Learners guess six dragons Extension: Adapt page 117 in Primary
described. Which dragon do they think is Activity Box. Delete puppies, puppy basket.
the scariest? Insert baby dragons, baby dragon and box.
Cut off the picture before photocopying and
Activity 5 draw or copy a picture of dragon and five
(I, f) Draw and label the second dragon. baby dragons in boxes instead.
Below, write four sentences following the
model:

This dragon has got _____ ____ and

_______ ______.
It’s got (number) (body parts) and
(number) (body parts).
It can ____ but it can’t ______.
I would like to ______ (play
with/help/meet/make friends with) my
dragon.
I give my dragon a (toy/book/robot etc).
Display dragons and texts on a ‘dragon
wall’.

Plenary
(W) Learners choose the work they like

27
 most and justify their answers.
4.2.4.1 respond to Dragons and creatures 2
questions on an Pre-learning
increasing range of (W) Teacher thinks of a category, such as
general and some MOVIES. In a circle, everyone must take
curricular topics; a turn thinking of a Movie title (in
4.2.6.1 take turns when English). If someone takes too long to give
speaking with others in a an answer (the leader should count to five)
growing range of short, then that person is out and a new category
basic exchanges; begins. After several categories the teacher
4.3.3.1 recognise basic names the one necessary for the lesson:
opinions in short, simple texts/stories/books (any of these three)
texts on an increasing
range of general range of Activity 1 Primary Colours Pupil’s
general and some (I, P) Learners read the text, ‘The strange Book 2 Hicks, D and
curricular topics; animal’ in Primary Colours. Littlejohn, A. (CUP
4.4.3.1 write with Ask: Why is it strange? Learners explain 2003)
support short sentences to their partner using adverbs of frequency
which describe people, e.g.
places and objects; It always eats____. It sometimes looks
4.5.12.1 use adverbs of at____. It never _______.
time and frequency: Activity 2
sometimes, often, (I) Learners look at page 24-25 in Primary
always, never to indicate Colours and read or reread the story. Is the
when and how often, giant strange? Why? Learners write two
begin to use simple sentences about giants using always and
adverbs of manner never, e.g. Giants always eat a lot of food.
example given well, Giants never sleep in small beds. Activity 3
badly, use common -ly Activity 3 Encourage learners to be imaginative when
manner adverbs to (W) Write Greek myths on the board and they are writing sentences about strange
describe actions example encourage learners to name characters they animals and giants.
given slowly, quickly; know from L1 lessons. Repeat, using As a review, prepare an information gap table
4.5.15.1use would you English pronunciation. of 5 columns and 6 rows with information
like to to invite and use (W, G, f) In groups, learners of 3 or 4 look about six story characters, their ages

28
appropriate responses yes at their set of 4 cards with characters from (imaginary from 1-100), places they like,
please, no thanks, use Greek myths. Project both sets on the what they like doing, and favourite food. Half
let’s + verb, verbs go board. Read names and ask learners to the information is completed for learner A
enjoy like + verb + ing, repeat. Read phrases below the pictures and half for learner B.
begin use infinitive of and learners use context to understand. Copy the sets of 4 cards from two hyperlinks
purpose to describe Say a phrase. Groups hold the card up and cut out one set each for groups of 3-4
simple actions and verbs e.g. the boy flying up to the sun. (= Icarus) learners.
want, start + infinitive, They get 5 points. Repeat with all Learners use visual clues to help http://learnenglishkids.britis
use declarative what characters. Which group has got the most understanding of phrases about gods. They hcouncil.org/sites/kids/files
[a/an] + adjective + noun points? don’t need to know every word. Paraphrase /attachment/songs-what-
to show feelings Ask:Which characters are people? How some language can-it-be-worksheet.pdf
many men are there? Are they strong?etc. e.g. the three-headed guard dog = the dog Classify monsters and
Activity 4 with three heads Monitor groups to see if they real animals
(I) Learners choose one card each from the can find the card by looking at key words and
centre of a table. They ask others in a pictures.
group: Activity 4
Can I have this card, please? Can I have Remind learners when we use this and that,
that card, please? They write two or three and when we use these and those.
sentences about the character. This is
____. He/She/It is/has got _____.
He/She/It is wearing/holding__.
Activity 5
(W I, f) Ask learners about animals in
Greek myths from lessons in L1. Write
centaur, griffin, minotaur, unicorn on
board and project images from children’s
links on Internet. Elicit:wings, horn, bull.
Are they strange? Why? Learners write a
sentence about each of four mythical
animals saying why they are strange.
e.g. The unicorn is strange because it’s got
a horn on its head.
Activity 6
(P) Play the game from the hyperlink with

29
a partner. Then classify words in a T-
Chart: on left side ‘animals in stories’, on
right ‘real animals”.
Activity 7 Activity 7
(I, P) Learners read information about Name: Little Red Riding Hood Age: 7
characters, ages, favourite places, what Places: forest Likes: going to see
characters like doing and favourite food in grandmother Favourite food: apples
a table. With a partner, learners ask and Name: Giant Age: 47 Places: the sea Likes:
answer questions to complete the walking over mountains Favourite food: big
information. plates of big sandwiches
e.g. What’s the dragon’s favourite place? Name: dragon Age: 100 Places: old castles
What does the dragon like doing? Likes: helping princesses Favourite food:
Activity 8 green vegetables
(G, f) In groups of six learners each take a Activity 8
character card to role play. They take turns Monitor how well learners communicate their
to introduce themselves, say their age, information. How accurately they are using
their favourite place etc. What kind of verb forms, word order and subject-verb
voice will they use? Can they add more agreement.
information? As a group, they agree on an
adjective for each character. Differentiation: Encourage more able
(P)Learners choose a character each. In learners to extend the dialogue between
role, they invite another character to do characters.
something
e.g. King: Jack, would you like to visit my
castle?
Jack. Yes please. Can I come on
Wednesday?
King: Yes, that is good.
Jack: Would you like me to bring my cow?
King: No thanks but bring your mother.
Plenary
Teacher: Take one minute to compose two
statements in your head to explain what
we have learnt and how we have learnt it.

30
 English Primary Grade 4
Unit 3: Treasure and Heritage
Recommended prior knowledge
Learners should know lexical sets related to classroom objects, the world around us, birthday food, and the numbers 1 - 100. They will know how to read, follow and give
instructions and they will be able to understand and use interrogative pronouns. They will also be able to use prepositions of place.
Context
This unit links to those about treasure taught in the L1 and L2 so some words are compared with those in Kazakh and Russian. Learners listen and respond to many questions
which demand both lower-order and higher-order cognitive processes in all three sections about treasure. This unit prepares learners for Unit 5 and there are cross-curricular links
with maths, history and geography. If possible, take learners to a local museum to look at the Earth’s treasures: rocks, fossils, bones.
Outline
Learners first explore treasure by reading and interpreting simple maps and grids. The unit then develops learners’ problem-solving skills through solving number problems. It
then looks at natural resources as part of the Earth’s treasure. In each section learners work with partners to compare written work. All new vocabulary and grammar is taught in
context and accompanied by visual support. Interactive online resources are used for different types of activities and for different interaction patterns.
For learners’ safety teachers should pay attention while planning lessons to Disaster Risk Reduction and prepare some lessons or activities using the sites or Safety Instruction
rules; http://oureverydaylife.com/clothing-safety-toddlers-4374.html
This unit is recommended to be covered in ~8 academic hours and start with a one/two-hour introductory lesson. (~ - approximately)
Key learning objectives
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;
4.2.6.1 take turns when speaking with others in a growing range of short, basic exchanges;
4.3.4.1 find with support books, worksheets and other print materials in a class or school library according to classification;
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;
4.5.4.1 use determiners a, an, the, zero article, some, any, this, these, that, those to refer to things on a growing range of general and some curricular topics;
4.5.8.1 use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics
4.1.3.1 understand the main points of short supported talk on an increasing range of general and some curricular topics;
4.2.4.1 respond to questions on an increasing range of general and some curricular topics;
4.4.1.1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics;
4.5.11.1 use has got/have got there is/are statement, negative, question forms including short and full answers and contractions;
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
4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics;
4.5.2.1 use cardinal numbers 1 – 1000 and ordinal numbers 1 – 100
4.1.4.1 understand an increasing range of short supported questions on general and some curricular topics;
4.2.5.1 pronounce an increasing range of words, short phrases and simple sentences intelligibly;
4.4.2.1 begin to use joined-up handwriting in a limited range of written work;
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
4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal information
4.1.8.1 understand short, supported narratives on an increasing range of general and some curricular topics;
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;

31
4.3.5.1 understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues

Learning objectives Suggested teaching activities Teaching notes Learning resources

4.2.3.1give short, basic Treasure maps 1

description of people and Pre-learning
objects, begin to describe (W) With a box at the front of the Prepare a large box with a lid by covering Box with a lid covered in
past experiences on an classroom teacher explains that it is a it in gold paper and putting some familiar gold or other paper to
increasing range of general treasure chest. Then the teacher asks objects inside e.g. a key, a coin, a small represent a treasure chest.
and some curricular topics; learners what ‘treasure’ is in Kazakh and box, a photo, a shell and a ring. Way Ahead 2 Pupil’s Book
4.2.6.1take turns when Russian. Does the word sound like It can be useful to revise singular/plural Mary Bowen, Printha Ellis
speaking with others in a English? (no) nouns; there is/there are structures: (MACMILLAN 2004) Page
growing range of short, Learners try to guess what’s there in the Key-keys, coin- coins; 63
basic exchanges; chest and ask questions: There is a photo. Is there a photo?
4.3.4.1 find with support e. g. Is there a __? Is there any __? Are There are some stones. Are there any
books, worksheets and other there any__? I think there’s _______. stones?
print materials in a class or Activity 1
school library according to (W) Record learners’ ideas on the board.
classification; (Translate some if necessary). Open the
4.5.1.1use singular nouns, box, take out each item and name it. Ask
plural nouns – including learners to repeat the words. Learners
some common irregular may also ask questions: Monitor learners as they suggest objects
plural – and uncountable e.g. Whose key/coin/ring/box is this? for the treasure chest. Can they remember http://images.scholastic.co.u
nouns, possessive ‘s/s’ to Where is it from? How old is it? vocabulary from previous grades? If they k/assets/a/68/83/treasure-v1-
name, describe and label Activity 2 need help to think of vocabulary, suggest 740135.swf An interactive
things; (P, f) Learners use picture dictionaries they use a picture dictionary to help with treasure game using a grid
4.5.4.1use determiners a, an, and decide on three things they will put ideas. and simple directions
the, zero article, some, any, in the treasure chest. They draw and label
this, these, that, those to them and then cut them out. The first hyperlink: Do the first Way Ahead 2 Pupil’s Book
refer to things on a growing Pin drawings on the board or ask learners example of the ‘easy’ task slowly, Mary Bowen, Printha Ellis
range of general and some to hold them up. Which drawings are the repeating the directions more than once. (MACMILLAN 2004)
curricular topics; same? Choose three most common Remind learners we use a grid to find Pages 46-50
4.5.8.1use imperative forms drawings and put them into the treasure places on a plan or map.
[positive and negative] to chest. Encourage learners to use determiners.
32
Learning objectives Suggested teaching activities Teaching notes Learning resources

give short instructions on a Activity 3 http://education.scholastic.c

growing range of familiar (W, D, P) Pre-teach: a purse, jewels, The second hyperlink: Copy a blank o.uk/resources/3520 Blank
topics gold, a skull. Project the first hyperlink map with a grid from the second treasure map with simple
and do ‘easy’ task on the menu. hyperlink for small groups. Write the grid
Ask learners what they can see (an word bank on the board: trees, mountain,
island) and ask what’s on the map (a hat, rocks, small house, hat, and skull.
some trees, a mountain, some rocks, a Monitor how well learners give short
small house, a skull). instructions and follow each other’s
Demonstrate how to find the treasure: directions.
move up/down; left/right; one/two/three
squares then list instructions on the link.
Learners do medium or difficult tasks in
pairsusing computers. What can they
find? (some gold coins, some jewels, a
treasure chest).
Activity 4
(G, f, G)Learners in small groups look at
the map template with the grid. Learners
agree
1. Where to draw trees, a mountain,
rocks, a small house, a hat and a skull.
2. Where their treasure is. (e.g. under the
mountain).
They exchange maps with another group
and give directions about where to find
the treasure.
Plenary
Learners ask and answer the questions
using the structures:
Where did you find the treasure?
We found the treasure ...
Did you turn left or right at…?

33
Learning objectives Suggested teaching activities Teaching notes Learning resources

I turned left at the rock.

Representatives of one group travel to
other groups to share findings, and then
report back to ‘base’.
4.1.3.1 understand the main Treasure maps 2
points of short supported Pre-learning Pre-learning Pirates song:
talk on an increasing range Learners listen to half of the song and try Take a glass bottle into the class with a https://www.youtube.com/w
of general and some to guess the topic of the lesson. note inside it. atch?v=jx79dLuqPwQ
curricular topics; (W)Learners try to guess what the note in e.g. Find treasure under the rock.
4.2.4.1respond to questions the bottle says. Record learners’ ideas on All new vocabulary in the video is used Glass bottle with note
on an increasing range of the board. Ask questions such as:Where in the context of the story with inside:
general and some curricular can we find a bottle with a note? illustrations. Write the words on the
topics; Pre-teach: buried treasure, a parrot, a board.
4.4.1.1 plan, write and bridge, a cave, a beach, a pirate, empty. Help learners notice double consonants in
check sentences with the middle of the words ‘parrot’ and
support on a range of basic Activity 1 ‘bottle’.
personal, general and some http://learnenglishkids.britis
(W, f) Project interactive story from the Activity 1
curricular topics; Spell aloud: lorry, lesson, mirror, hcouncil.org/en/short-
first hyperlink on the board and play it
4.5.8.1use imperative forms rubber, letter. Who can spell ‘address’ stories/the-treasure-map
slowly. Learners listen to new
[positive and negative] to (10 points) ‘difference’? (20 points!) for treasure story and
vocabulary. Learners tell you words they
give short instructions on a Learners record words in spelling printable map
remember from the story; record them on
growing range of familiar the board. notebooks.
topics; Make a note of learners who can tell you Spelling notebooks
Activity 2
4.5.11.1 use has got/have (W, I, f) Hand out maps. Say any vocabulary from the video story and
got there is/are statement, unfamiliar names, learners repeat and those who find listening difficult.
negative, question forms point to them on the map. Learners mark
including short and full ‘north’ in top right with an arrow. Activity 2
answers and contractions; Learners say sentences to describe what Print out the map that accompanies the
4.5.14.1 use prepositions of is on the map. story for each learner. Monitor learners as
location, position and e.g. There are mountains on the island. they draw the route. Be ready to go back Worksheets
direction, at, in, on, behind, a slide on the video, if learners need Short letter from pirate from
There is a river.
between, in front of, near, directions repeated. slide as a model for writing
They listen to the story again; follow

34
Learning objectives Suggested teaching activities Teaching notes Learning resources

next to, opposite, above, up, directions and draw routes on the maps.
down, on the right, on the Check the route from the video. Were
left, use prepositions of learners right?
time, in, on, at, before, after Activity 3
, use with/without to (P, f) Learners agree where to put some Activity 3
indicate accompaniment more treasure on the map and what kind Write parts of directions on a worksheet
with for instrument and for of treasure it is. They write directions or on board to support learners
to indicate recipient from the starting point for another pair. e.g. Walk/Go straight on. Turn right/left
They use language for directions written at the ____. Keep walking. Cross the
on the worksheet or the board for _____. Go through the _____.
support.
Walk/Go straight on. Turn right/left at Help learners notice the spelling of
the ____. Keep walking. Cross the _____. ‘right’. Can they spell ‘night’ and ‘light’?
Go through the _____. Draw learners’ attention to the pirate’s
Activity 4 letter at the end of the story. What can
Give another pair of directions to learners they write about their treasure?
to work out where the treasure is.

Activity 5
(G)Learners pretend as if they are pirates Short letter on penultimate
and choose one pirate from the group, Activity 5 slide of video as a model for
dress or imagine the outlook and describe Use letter on video as a model for writing writing
the pirate. task. Monitor letter writing.
e.g. He is with a hat/without a hat.
(I, f) Learners are pirates. They write a
short letter with two sentences similar to
letter at the end of the video. It starts with
Dear finder, …
Plenary
(P) Learners exchange their letters with a
partner and read them. What is the same
and what is different about the pirate

35
Learning objectives Suggested teaching activities Teaching notes Learning resources

letters?
Nominate some learners to read letters
aloud in a pirate’s voice.
4.3.3.1recognise basic Treasure and numbers 1 Pre-learning Worksheets :
opinions in short, simple Pre-learning https://www.thoughtco.com/
texts on an increasing range (W) In a circle, learners take turns to say Write ‘odd’ and ‘even’ on two flash cards 2nd-grade-math-word-
of general range of general any number from 1 to 100 they like and and hold them up to pre-teach by giving problems-worksheets-
and some curricular topics; then the number they do not like. Hold up several examples. 2312647
4.4.1.1 plan, write and flash cards to pre-teach odd and even. www.education.com/stories/
check sentences with Learners say even numbers from 2 - 50 math/
support on a range of basic and then odd numbers from 1 - 49. Find
personal, general and some out from learners whose birth date is an Way Ahead 3 Pupil’s Book
curricular topics; even number, and whose is an odd one. Mary Bowen, Printha Ellis
4.5.2.1use cardinal numbers Activity 1 Activity 1 (MACMILLAN 2004)
1 – 1000 and ordinal (I, P) Read the first mathematical Write three or four basic mathematical Pages 28-32
numbers 1 – 100 example from the worksheet. Ask examples involving treasure topic on a Flash cards
learners if they add (plus) or subtract worksheet
(minus). How can they work out the e.g. A pirate has got a treasure chest. Worksheet
answer? (add two numbers). There are 20 gold coins and 17 silver http://www.dadsworksheets.
Do not do the calculation. Repeat coins in it. How many coins are there? com/v1/Worksheets/Word%
questions with other examples. Learners Another pirate comes and takes 12 coins. 20Problems/Addition_Word
calculate and then compare answers with How many coins are in the treasure chest _Problems_Three_V1.html
a partner. now? Addition word problems to
Activity 2 A treasure island has 16 rocks on the adapt
(G, I, f) In small groups, learners agree beach. It has 7 rocks near the mountain. http://www.dadsworksheets.
on the number of coins and rocks to use It has 5 rocks outside the cave. How com/v1/Worksheets/Word%
in treasure examples. Individual learners many rocks are on the island? A pirate is 20Problems/Subtraction_W
plan, write and check their examples looking for treasure. He pushes 6 rocks ord_Problems_Two_V1.htm
before giving them to a partner to answer. into the sea. How many rocks are on the l Subtraction word problems
Activity 3 island? to adapt
(I) Play a treasure game. Learners make a Activity 2-3
2 x 2 card and draw in each box from top Learners use the examples as models to

36
Learning objectives Suggested teaching activities Teaching notes Learning resources

left: one coin, two coins, four coins, eight make a plan and develop criteria for the
coins. assessment. The teacher supports the Spelling notebooks
Call out any number from 3 to 24. Can learners.
they use 3 boxes to make the number? Sample Plan:
e.g. 14 = 8 + 4 + 2 (Not all numbers can  Describe the situation
be made with 3 numbers e.g. 22.)  Tell about the changes
Plenary  Ask a question to solve the
(60 seconds challenge game) problem
(W) Learners are shown coins with Learners write their own examples and
numbers; they name the numbers (1- check the task him/herself. (Self -
1000). assessment or peer assessment)
Check list
№ Criteria Yes No
1. Writes 4-5 sentences to
describe the situation.
2. Uses 3-4 prepositions of
location, direction.
3. Asks a question to solve
the problem
Monitor and note fast finishers and those
who are slow.
Draw learners’ attention to double ‘ee’ in
tree. Elicit: green, three, see, week, sleep.
Tell learners to record the words in
spelling notebooks.
Learners word process number problems,
compile into a group document and print.
Plenary
Teacher creates coins with numbers(1-
1000)
4.1.4.1 understand an Treasure and numbers 2
increasing range of short Pre-learning Pre-learning Primary Colours Pupil’s

37
Learning objectives Suggested teaching activities Teaching notes Learning resources

supported questions on (W)Learners reread the story in Primary Remind learners they used grids to find Book 2 Hicks, D and
general and some curricular Colours pages 16-17. Look at the map in treasure. Ask how they know where the Littlejohn, A. (CUP 2003)
topics; ex. 3. Notice the grid of lines. treasure is. (Grids have letters and pages 16-17
4.2.5.1pronounce an Activity 1 numbers
increasing range of words, (W, D) Ask learners how they can find e.g. The treasure chest is in C, 5 or 3, E
short phrases and simple treasure on the map. (With letters and and the pictures of objects are in the
sentences intelligibly; numbers.) Give examples. Explain we middle of the box).
4.4.2.1begin to use joined- can also use two numbers. Project Activity 1
up handwriting in a limited treasure map from the first hyperlink. Monitor learners to check they use the
range of written work; Find the castle (3, 2), the windmill, the coordinate numbers in the correct order.
4.5.5.1use interrogative trees, post box and boat. Record Tell them the objects are where the lines
pronouns who, what and coordinates. Point out comma between cross, not in the middle of the box.
where, how many, how the two numbers.
much, how often, how big, Activity 2
what kind of to ask (I, f) Project treasure map from the http://nrich.maths.org/1112
questions on growing range hyperlink. Write down 8 coordinates Treasure map with
of familiar topics listed on the slide. Learners find each coordinates – click to
object on the map and write their names. enlarge, see menu for
Check spelling (elephant, island, gate, answers
hill, tree, tower, wall, tree).
Learners look at the first letters of eight
words and work out where the treasure is.
(8 = e,i,g,h,t, 2 = t,w,o)
Activity 3
(P, f) Learners A and B look at their grids Activity 3
and the list of six nouns. They decide Prepare a worksheet with two blank grids Worksheet
where to draw objects. ‘A’ uses the first 6 x 6 for pairs of learners. Number the x-
half of the map from 0 - 3, ‘B’ uses the axis 0 - 6 and the y-axis 0 - 6. Mark the
second half of the map from 4 - 6. grids A and B. Write on the board two
Objects they draw must be in the centre lists of 6 objects to revisit vocabulary
of two coordinates. Pairs ask each other from the unit. Mark the lists A and B.
where to put partner’s six objects.

38
Learning objectives Suggested teaching activities Teaching notes Learning resources

e.g. A: Where’s the coin? B: It’s in 5, 4. Monitor pairs as they ask and answer six
B: Where’s the cave? It’s in 3, 6. questions. Note any difficulties.
Plenary
(I, P, D) Learners are suggested to
compose a word bank on the topic Plenary Vocabulary organizers to
‘Treasure and numbers’ individually. Monitor the pairs and make notes. choose:
Then in pairs they should compare, say https://www.template.net/bu
and write as many words as they siness/sheet-
remembered from the lessons. Teacher templates/blank-vocabulary-
may choose a vocabulary list with worksheet-template
definitions or pictures.
4.1.3.1understand the main Our planet’s treasure 1 Primary Colours Pupil’s
points of short supported Pre-learning Pre-learning Book 2 Hicks, D and
talk on an increasing range (W, P, I, f) Learners listen and read or Prepare two true/false statements about Littlejohn, A. (CUP 2003)
of general and some reread the text about corals in Primary coral Page 7
curricular topics; Colours page 7. With a partner, they e.g. Coral is a plant. (F) You can find
4.2.3.1give short, basic brainstorm adjectives (warm, beautiful, coral in warm sea. (T)
description of people and orange etc.) How many adjectives are Learners correct the false statement. Use
objects, begin to describe there in the text? this task as an opportunity to check
past experiences on an Activity 1 knowledge of adjectives.
increasing range of general (I, f, W) Learners write 4 true/false Activity 1
and some curricular topics; statements about corals, exchange with a Prepare a worksheet with a word list of Primary Colours Pupil’s
4.3.3.1recognise basic partner; write true or false then check familiar nouns. Insert a Venn diagram Book 2 Hicks, D and
opinions in short, simple with help of the text in the book. labelled natural and not natural below. Littlejohn, A. (CUP 2003)
texts on an increasing range Explain treasure can be natural things e.g. Use the written sentences to check Pages 6 and 9
of general range of general rocks as well as things people make e.g. accuracy. Extension: fast finishers can
and some curricular topics; coins. The coral is also a treasure. find 5 - 6 more examples of natural or not
4.4.4.1 write with support a Activity 2 natural objects in Primary Colours and
sequence of short sentences (I) Hand out worksheets with a list of add to the wordlist on the worksheet.
in a paragraph to give basic familiar objects
personal information e.g. coral, rock, shell, pencil, pen, bottle,
paper, tree etc.

39
Learning objectives Suggested teaching activities Teaching notes Learning resources

Learners write names of the objects in the

correct parts of Venn diagram: natural;
not natural. Which nouns are in middle?
(e.g. bottle – made of glass, and metal
top).
Learners report ideas in sentences.
e.g. The shell is natural. The pen isn’t
natural. They write sentences about five
objects using: is/are/isn’t/aren’t.
Activity 3 Activity 4
(I, f) Learners look at Primary Colours The video clip is an advertisement for the
page 6 and page 9 and find four natural Treasure of the Earth exhibition. It has http://www.childrensmuseu
objects and four objects people make and music but no audio. Prepare a short audio m.org This shows
write them down. script to accompany the clip interactive exhibits in the
Activity 4 e.g. Look! There is a mummy from Egypt. Children’s Museum:
(W, D) Learners say what they think And look! There is an old painting. You Treasure of the Earth
children can see in an exhibition called can see some shells and fossils. Look at https://learnenglishkids.briti
‘Treasure of the Earth’. the statues. They are very old. shcouncil.org/ru/short-
Project video from the hyperlink. stories/planet-earth
Learners listen to the audio script.
Ask:What are the children looking at? Video on natural, not
Are the things old or new? What would natural objects
learners like to look at? Activity 5 https://www.youtube.com/w
Activity 5 Monitor learners as they suggest ideas for atch?v=7COIUtLJSVQ
(P, f) Pairs agree on four things to display the exhibition. Can they suggest things?
in the‘Treasure of the Earth’ exhibition. Can they take turns when giving
Use:Let’s put a ___ / We can put a ____ opinions?
in the exhibition.
Learners draw and label objects. Then If possible, take learners to a local
they compare their ideas with another museum to look at fossils, old paintings,
pair. a mummy.
Alternative:

40
Learning objectives Suggested teaching activities Teaching notes Learning resources

Organize a role-play 'Museum trip' or if it

is possible, take learners to a local
museum to look at fossils, old paintings,
and mummies. They report back using
the topic vocabulary and the structure:We
went to the museum and saw...
Plenary
(G) Make a group poster: ‘Treasures of
the Earth’
4.1.8.1 understand short, Our planet’s treasure 2 http://learnenglishkids.britis
supported narratives on an Pre-learning Pre-learning hcouncil.org/en/short-
increasing range of general (W) Write ‘archaeologist’ on the board. Write word bank on board so learners can stories/dinosaur-dig
and some curricular topics; Does this word look like Kazakh or record new vocabulary. Add plural form Story about a dinosaur
4.2.6.1take turns when Russian? Does it sound like Kazakh or of life. computer game
speaking with others in a Russian?
growing range of short, Learners tell you three things they know
basic exchanges; about archaeology from their
4.2.8.1express basic likes corresponding L1 lessons. (Allow some
and dislikes, recount short, L1 here, if necessary).
basic stories and events on a Pre-teach or elicit: dinosaur, bones,
limited range of general and bush, ground, noise, life/lives.
some curricular topics; Activity 1 Activity 1
4.3.5.1understand the main (I, f) Learners listen and follow the story Learners do not need to know every word
points of short simple texts from the hyperlink. Click on each slide in the story. Ask questions about what
on a growing range general and ask questions about them. they can see in the slides to revisit
and some curricular topics e.g. Slide 1. What birthday food is on the familiar vocabulary and to assess how
by using contextual clues table? much vocabulary learners remember.
Activity 2 Activity 2, 3
(P, f)Learners cut up sentences on Prepare a worksheet with simplified text
worksheet and reorder them to recreate of the story in 10 sentences using present
the story. They listen to the story again, tense verbs. Write each sentence in a
check and compare their answers with large font on a different line. Write them

41
Learning objectives Suggested teaching activities Teaching notes Learning resources

another pair of learners. in the wrong order for learners to cut up

Activity 3 and reorder.
(P, f)With a different partner, using word e.g. Sonia gets a computer game for her
banks and direct speech from the board, birthday. She plays the game and clicks
learners try to retell the story to each on a strange icon. Sonia meets a boy and
other. If necessary, learners may look at they look for old dinosaur bones. Sonia
cut up sentences for support. finds a golden bone under a bush etc.
Activity 4 Primary Colours Pupil’s
(G) Read Primary Colours pages 52, 53. When retelling the story, write some Book 2 Hicks, D and
Write a simple story about finding buried direct speech on board Littlejohn, A. (CUP 2003)
treasure using a storyboard of e.g. 8 e.g. No! Run! Look! Watch out for the Pages 52-53
boxes. dinosaur. Bye, bye dino. Storyboard with 6-8 boxes.
Plenary
Learners share their ideas on the topic Differentiation: Give low achievers a 6-
starting their sentences with the following box storyboard.
patterns:
I like that ... I dislike ...

English Primary Grade 4

Unit 4: Professions and Ways of Communication
Recommended prior knowledge
Learners should know a wide range of topic vocabulary as well as some adjectives, and prepositions. They should be able to communicate using present simple and some present
continuous grammatical forms presented in G3.
Context
The unit extends learners’ vocabulary and extends confidence in communicating in English. Cross-curricular links include history and ICT, and there is a focus on culture.
Learners are made aware of similarities and differences between English and Kazakh vocabulary, and between English and Russian vocabulary.
Outline

42
Learners are introduced to the topic of communication through body language then move on to explore sign language, other languages, hieroglyphics and our use of technology
to communicate. Learnersare introduced to the topic of communications through different professions. The final lesson consolidates learning. Learners start keeping a spelling
notebook to record tricky spelling of general and topic vocabulary.
For learners’ safety teachers should pay attention while planning lessons to Disaster Risk Reduction and prepare some lessons or activities using the sites or Safety Instruction
rules; http://oureverydaylife.com/clothing-safety-toddlers-4374.html
This unit is recommended to be covered in ~8 academic hours and start with a one/two-hour introductory lesson. (~ - approximately)
Key learning objectives
4.1.1.1 understand an increasing range of classroom instructions;
4.2.1.1 make basic statements which provide information on an increasing range of general and some curricular topics;
4.3.1.1 recognise, identify and sound with support a growing range of language at text level;
4.4.2.1 begin to use joined-up handwriting in a limited range of written work;
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;
4.5.6.1 use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses
4.1.3.1 understand the main points of short supported talk on an increasing range of general and some curricular topics;
4.1.10.1 recognise words similar to words in student native language;
4.4.6.1 use upper and lower case letters accurately when writing names, places and short sentences when writing independently
4.1.2.1 understand an increasing range of supported questions which ask for personal information;
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;
4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal information;
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;
4.5.11.1 use has got/have got there is/are statement, negative, question forms including short and full answers and contractions

Learning objectives Suggested teaching activities Teaching notes Learning resources

4.1.1.1 understand an Body language

Body language 1
increasing range of Pre-learning Pre-learning Six cards with names of
classroom instructions; (G, W, f) Put learners in 6 groups and Prepare 6 cards with topic names: colour and topics for group
4.2.1.1 make basic allow 5 minutes to brainstorm the topic shape; animals; food and drink; places; brainstorming activity
statements which provide on their card using words and phrases. transport; hobbies and sport. Record of names of
information on an increasing Each group appoints a secretary to record Monitor groups and give prompts if learners in a grid with
range of general and some ideas, a timekeeper and someone to necessary. Note individual learners who are space to make notes
curricular topics; feedback ideas at the end of the task. Get confident and those who need support with about those who

43
Learning objectives Suggested teaching activities Teaching notes Learning resources

4.3.1.1recognise, identify feedback and ask if other groups can add ideas and language. Encourage fast finishers achieved the task well
and sound with support a some more vocabulary. to use English dictionaries to check spelling. and those who had
growing range of language Activity 1 Activity 1 difficulty remembering
at text level; (W) Draw an outline of a body on the Draw learners’ attention to the plural forms of language from G3
4.4.2.1begin to use joined- board. tooth and foot: two vowels in singular and Way Ahead 2 Pupil’s
up handwriting in a limited Elicit:head, face, eye, ear, nose, mouth, plural forms change. Book Mary Bowen,
range of written work; tooth/teeth, hair, body, shoulders, leg, Record words in a spelling notebook as an Printha Ellis
4.5.1.1 use singular nouns, foot/feet, arm, hand, finger ongoing record of words with tricky spelling (MACMILLAN 2004)
plural nouns – including Pre-teach:lips, thumb, knees patterns. (All are from Cambridge English Pages 71-72
some common irregular Explain that body language shows what Starters and Movers vocabulary lists). Spelling notebooks
plural – and uncountable we think and feel. Adjective flash cards
nouns, possessive ‘s/s’ to Activity 2
name, describe and label (D) Mime happy and sad for learners to Activity 2 Way Ahead 2 Pupil’s
things; guess. Point to the adjectives and ask Prepare adjective flash cards with surprised, Book Mary Bowen,
4.5.6.1 use demonstrative learners to mime feelings. angry, afraid, tired and sorry. Printha Ellis
pronouns this, these, that, (P, W, f) Pre-teach surprised, angry, (MACMILLAN 2004)
those and object pronouns in sorry, afraid, tired and write these words Pages 11-15
short statements, questions on the board. Learners take turns to show
and responses a partner how they can communicate http://www.cambridgeen
glishonline.com/Flashcar
these feelings with faces, then whole
Activity 3 d_maker/
bodies. Pairs demonstrate and others
guess what they are communicating. https://www.teachingeng
Prepare function cards with:
Activity 3 lish.org.uk/article/using-
Yes, No, Sh! I can’t hear. Hello! Goodbye! flash-cards-young-
(W) Hold up function cards one by one.
You, Me, Him, Her, Over there. Take it. learners
Learners listen and read. They
Note any learners who do not understand the
communicate meanings using faces,
language and repeat while miming. Alternative ways of
bodies or both. Read each card again.
teaching Body
Learners put up the right hand if they
Language
think it is easy to communicate and the
https://www.centerventio
left hand if they find it difficult. n.com/telephone-game-
Activity 4 body-language/
(I, P)Learners write down three words or

44
Learning objectives Suggested teaching activities Teaching notes Learning resources

short sentences they would like to https://www.usingenglish.

communicate to the class. Learners com/files/pdf/gestures-
practise communicating them with a present-continuous.pdf
different partner from the previous
activity. http://learnenglishkids.b
Activity 5 ritishcouncil.org/en/gra
(W) Choose some learners to mmar-games/these-
demonstrate body language to the whole those can be used for
class. What are they communicating? further practice of
Activity 6 demonstrative
(P, W) Learners point to body parts and pronouns.
ask a partner: What’s this? What are
these?
Learners point to partner’s body parts and
ask: What’s that? What are those?
Repeat the rhyme with Total Physical
Response:
This, that, those, these Touch your
shoulders, touch your knees.
This, that, these those. Touch your
stomach, touch your nose.
Activity 7
(G) Learners play a game ‘Blind man’s
Buff’. One person wears a blindfold and
must find hands of other members of the
group. Student touches hands and
says:These are Arsen’s hands. Primary Colours
Plenary Pupil’s Book 2 Hicks,
(W) Primary Colours, page 13 ex.3 Mime D and Littlejohn, A.
animal body language (CUP 2003) page 13

45
Learning objectives Suggested teaching activities Teaching notes Learning resources

4.1.1.1understand an Communicating around the world

increasing range of Pre-learning Pre-learning Hello to All The
classroom instructions; (W) Learners listen to the song. Children Using gesture, speech or mime work with a Children of The World
4.1.3.1 understand the main sit in a circle. Each child in turn partner to develop movement ideas relating to Song
points of short supported sings greeting to a tune of their choice. 'meeting and greeting. https://www.youtube.co
talk on an increasing range All the other children echo back by m/watch?v=GpTR1wF4
of general and some singing. *A tally is a quick way to count hands – see M6k
curricular topics; Explore how different cultures greet each image in hyperlink. Project on board to teach
4.1.10.1 recognise words other using gestures, speech and body or remind learners how to use one. Way Ahead 2 Pupil’s
similar to words in student language. Book Mary Bowen,
native language; Find out which language learners think Some learners may not need sentence support; Printha Ellis
4.2.1.1 make basic they can: others may need this. Some learners may like (MACMILLAN 2004)
statements which provide 1. speak well; the challenge of giving reasons in English. Pages 57-58
information on an increasing 2. say some words in. Others may find this too challenging, so allow
range of general and some Ask two learners to take a tally*. some use of L1. Praise all efforts to give http://www.enchantedle
curricular topics; Activity 1 opinions and reasons for them. arning.com/math/tally
4.3.1.1 recognise, identify (P) In pairs, learners say which language Activity 1-2 shows example of how
and sound with support a they want to learn next. Write the Draw learners’ attention to the spelling of to do a tally
growing range of language following sentence starter on the board: I because. Tell them English-speaking children
at text level; want to learn _____. Encourage learners often spell this word wrongly.
4.4.6.1use upper and lower to give reasons and put some supporting Give the mnemonic to help: big elephants
case letters accurately when phrases/patterns on the board. can always understand small elephants.
writing names, places and e.g. …because I want to go to ____ / Prepare a simple fact file for each learner. Fact files for individual
short sentences when because I like ___ / because I can __ / learners to complete.
writing independently because I’ve got___. Way Ahead 2 Pupil’s
Activity 2 Book Mary Bowen,
(W) Ask for ideas and take a tally of Printha Ellis
languages they want to learn. Which are (MACMILLAN 2004)
the two most popular languages the class Pages 56-59
wants to learn? Activity 3
Activity 3 Remind learners that names of languages and
(W) Listen to pairs introducing the school name need capital letters. Primary Grammar Box,

46
Learning objectives Suggested teaching activities Teaching notes Learning resources

themselves. How many languages can the Languages I can speak: Nixon and Tomlinson
class communicate in? Languages I can speak some words in: (2003) CUP
(G) Play Action Charades in Primary Hello:
Grammar Box, page 48. Nice to meet you:
I’m from:
I can speak _____ and _____ _____.
I’m a student at ________ school.
Bye.

Activity 4 Activity 4 Flashcards for different

(W) Learners look at the flashcards with Before class, print out flashcards with professions
professions and shout out their guesses. different professions. http://www.agendaweb.
As each profession is guessed, teacher At this stage, it is fine if learners shout out the org/vocabulary/people-
sticks the flashcards onto the board. answers in their first language; you can jobs-personalities-
Learners chorus the English words three correct and teach the new vocabulary as you worksheets-
times. go. resources.html
Activity 5 Activity 5 http://www.eslkidslab.c
(I)Teacher gives everyone the profession Encourage everyone to answer the questions om/worksheets/set3/job
flashcard and asks one learner “What do and then change the flashcards. s/
you do?” Have learners ask other learners until
Learner: I am a teacher. everyone is comfortable
Teacher: Who do you communicate with?
Learner: I communicate with boys and
girls.
Chorus each sentence three times.
Activity 6
(P) In pairs, learners have a quick
practice by asking each other questions
and saying the profession from the

47
Learning objectives Suggested teaching activities Teaching notes Learning resources

flashcard they hold.

Plenary
(G) Play Action Charades in Primary
Grammar Box, page48
4.1.2.1understand an Technology Primary Grammar Box,
increasing range of Pre-learning Pre-learning Nixon and Tomlinson
supported questions which (W)Elicit vocabulary related to The aim is to find out which words are similar (2003) CUP
ask for personal technology or project images from the in all three languages and to help learners Images from internet of
information; Internet. notice that vocabulary related to technology is computer, cell phone,
4.2.3.1give short, basic e.g. computer, a cell phone, a CD Player often similar in many languages. CD player, etc
description of people and mp3 player, a word processor, a tablet, a
objects, begin to describe games console, TV, a digital watch etc.
past experiences on an Which words do learners know? What
increasing range of general are the words in Kazakh and in Russian?
and some curricular topics; Do they sound the same?
4.4.4.1write with support a Activity1 Activity1 Primary Colours
sequence of short sentences (D) Learners look at pages 4, 6, 8, 10, 14 Say the sentences slowly and repeat, if Pupil’s Book 2 Hicks,
in a paragraph to give basic in Primary Colours and find pictures with necessary. Model the question and answers D and Littlejohn, A.
personal information; things used for communication with a pair of learners. Write sentences on the (CUP 2003) Pictures on
4.5.3.1 use adjectives, (talking/writing). board as support. pages 4, 6, 8, 10, 14
including possessive Write: Look at page 4. In picture 3 the Activity2
adjectives, on a growing adventure car has got a computer. In Monitor learners as they write sentences and A word bank with
range of general and some picture 4 there’s a button. It says start. note those who write confidently and adjectives: happy, sad,
curricular topics to describe Activity2 accurately, those who are less confident and surprised, angry, tired,
things, use simple one- (P) Student ‘A’ looks at pages 6 & 8, and less accurate. scared, confident
syllable and some two- student ‘B’ looks at pages 10 & 14. Activity 3-4
syllable adjectives Learners take turns to ask which Monitor learners as they use a selection of Paper and coloured
[comparative and technology they can see. adjectives to describe the feelings pencils or pens for
superlative] to make Activity 3 communicated by body language in the drawing
comparisons; (I, f) Write four sentences about drawings. Can they use most of the adjectives
4.5.11.1 use has got/have technology in Primary Colours. Use the presented during the unit? Four tick box ‘can do’
got there is/are statement, model from the board. statements and columns

48
Learning objectives Suggested teaching activities Teaching notes Learning resources

negative, question forms Activity 4 headed (well / ok / help

including short and full (D, P, f) With a different partner, learners please) e.g. I can
answers and contractions look at Primary Colours pages 4, 8, and understand/say/read/wr
10. Using adjectives in the word bank, ite some words and
they take turns to say what Su and Leo sentences about body
are communicating with their body language.
language. Do an example. Look at page
8, picture 6. I think Leo is surprised.
Plenary
(I, W) Learners draw Su and Leo
communicating two feelings. Display on
a class wall with a simple cartoon-type Learners complete ‘can do’ statements
sentence or 2 below. e.g. I can understand/say/read/write new
e.g. Yes, I’m __. Oh no! I’m __. Er, I words about body language.
don’t know. I’m __.

English Primary Grade 4

Unit 5: Hot and Cold
Recommended prior knowledge

49
Learners will know nouns and adjectives related to the topic of weather. They will use the present continuous tense to talk about actions happening at the moment of speaking,
some adverbs of frequency and manner and prepositions of place. They will be familiar with writing sentences, short descriptions and facts about general and curricular topics.
Context
The language and activities in this unit build on previously presented materials and tasks. The unit prepares learners for reading longer texts in different textbooks given in
recourses as well as supporting the production of longer written texts, including a recount of practical work done in class. This task helps prepare learners for future practical
work in Unit 7, Machines.
Cross-curricular links are made to geography and science.
Outline
The unit starts with describing clothes for different types of weather, clothes children are wearing andusing adjectives to describe weather. Learners then look at volcanoes, snow
and ice; both topics correspond to the L1 curriculum. Learners develop skills for understanding and producing short creative writing and non-fiction texts and read short,
simplified readers related to the topics.
For learners’ safety teachers should pay attention while planning lessons to Disaster Risk Reduction and prepare some lessons or activities using the sites or Safety Instruction
rules; http://oureverydaylife.com/clothing-safety-toddlers-4374.html
This unit is recommended to be covered in ~8 academic hours and start with a one/two-hour introductory lesson. (~ - approximately)
Key learning objectives
4.1.9.1 recognise words that are spelt out from a limited range of general and curriculum topics;
4.2.1.1 make basic statements which provide information on an increasing range of general and some curricular topics;
4.3.5.1 understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues;
4.4.5.1 link with some support sentences using basic coordinating connectors;
4.4.7.1 spell most familiar high-frequency words accurately when writing independently;
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;
4.5.16.1 use conjunctions and, or, but, because to link words and phrases
4.1.4.1 understand an increasing range of short supported questions on general and some curricular topics;
4.2.2.1 ask questions to find out about present and possibly past experiences on an increasing range of general and some curricular topics;
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;
4.3.6.1 understand with some support some specific information and detail in short, simple texts on a growing range of general and some curricular topics;
4.4.8.1 to include appropriate use of full stops and question marks, at sentence level with some accuracy when writing independently
4.1.3.1 understand the main points of short supported talk on an increasing range of general and some curricular topics;
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;
4.2.6.1 take turns when speaking with others in a growing range of short, basic exchanges;
4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics;
4.4.2.1 begin to use joined-up handwriting in a limited range of written work
4.5.13.1 use can to make requests and ask permission, use must/mustn’t/have to to talk about obligation, use have + object + infinitive to talk about obligations;
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;

50
Learning objectives Suggested teaching activities Teaching notes Learning resources
4.1.9.1recognise Weather 1 Pre - learning https://www.youtube.com/
words that are spelt Pre - learning Use the song as a “hook” at the beginning watch?v=k6zW225k_O0 –
out from a limited (W) Teacher offers students to listen to the song of the lesson to elicit ideas from students Frosty the snowman (with
range of general and and try to guess the topic of the lesson. on possible topic of the lesson. lyrics)
curriculum topics; (W, P) Write happy and sad on the board. You can differentiate by playing the
4.2.1.1 make basic Learners should say something about these two song without showing the video or vice
statements which words. versa. It is also possible to use “think-
provide information e.g. I’m happy on my birthday, I’m sad when I pair-share” technique
on an increasing range have a stomach-ache. Worksheets
of general and some Activity 1 Activity 1 http://learnenglishkids.briti
curricular topics; Explain happy and sad are opposites. Pairs of Prepare a simple matching task with shcouncil.org/en/fun-
4.3.5.1understand the learners think of two opposites and write them opposite words to revisit vocabulary. games/whats-the-weather
main points of short down. Hand out worksheets with a matching Opposites can be adjectives, nouns, http://learnenglishkids.briti
simple texts on a task. Learners look at hot/cold. adverbs, prepositions. Group them shcouncil.org/category/top
growing range general Ask: grammatically e.g: happy/sad; hot/cold; ics/weather
and some curricular Is the weather hot or cold today? fat/thin; curly/straight; quickly/slowly;
topics by using What is the weather like in New York? above/below; up/down; always/never;
contextual clues; What is the weather like in London today? after/before; boy/girl; mother/father;
4.4.5.1link with some Activity 2 man/woman; yes/no.
support sentences (I, P, f) Learners play a weather game on Activity 2 Interactive weather
using basic computers. (see the first hyperlink) Project the Help learners notice the pronunciation of forecast around the world
coordinating first image and check meanings of weather the weather words and the forecaster’s https://www.accuweather.c
connectors; symbols. Play the game. Ask what kind of intonation. Write the introduction on om/en/world-weather
4.4.7.1 spell most weather learners like. board: Way Ahead 2Pupil’s Book
familiar high- Project the world map on the interactive ‘Hello. There’s a lot of different weather Mary Bowen, Printha Ellis
frequency words whiteboard. Learners listen and read the around the world today.’ (MACMILLAN 2004)
accurately when beginning of the game again. What does the man Nominate learners to read the forecasts Pages 66-67
writing independently; say? aloud. Praise use of English and
4.5.10.1 use common Dictate introduction. Learners look at the map; pronunciation. Way Ahead 2 Pupil’s
present continuous choose 6 countries and 6 weather symbols. They Book Mary Bowen,
forms, including short plan and then write the world weather forecast. Monitor learners as they write sentences Printha Ellis
answers and After, students exchange their forecasts with a about cold weather. Can they use (MACMILLAN 2004)
contractions, to talk partner. opposite adjectives? Pages 87-89

51
about what is Differentiation: Encourage high Way Ahead 3 Pupil’s
happening now and achievers to use a range of adjectives to Book Mary Bowen,
future arrangements describe clothes. Provide the word bank Printha Ellis
on a limited range of for learners who have difficulty (MACMILLAN 2004)
personal and familiar remembering adjectives. Pages 93-96
topics, use -ing forms or
swimming, spelling as https://i.pinimg.com/736x/
nouns to describe dd/0d/25/dd0d254c910814
familiar and classroom 70d8c2049117b675f8--uk-
weather-primary-
resources.jpg

http://learnenglishkids.briti
shcouncil.org/en/word-
games/find-the-
definition/seasons-and-
animals Task for matching
what animals do in cold
weather

4.1.4.1 understand an Weather 2

increasing range of short Pre-learning Pre-learning Worksheet with cycle
supported questions on (W) Draw a circle of four arrows on the Prepare worksheets with a cycle diagram diagram
general and some board with spaces to write words between with four arrows and spaces between each
curricular topics; arrows. Learners predict what this diagram arrow for learners to write words. Way Ahead 2 Pupil’s
4.2.2.1 ask questions to could show. Book Mary Bowen,
find out about present and Give clues: It is about time. It is not about Printha Ellis
possibly past experiences weeks or months. It is not about years. It is (MACMILLAN 2004)
on an increasing range of about seasons. Pages 66-69
general and some Activity 1 Activity 1
curricular topics; (I) Learners look at jumbled letters of four Spelling: draw learners’ attention to the
4.2.4.1 respond to seasons. Learners reorder the letters and silent ‘n’ at end of autumn. Ask the silent Spelling notebooks
questions on an increasing then record their answers on the cycle letter in climb, often, listen, know. Learners

52
range of general and some diagram. Which season is difficult to spell? record in spelling notebooks and write the
curricular topics; silent letters in blue.
4.2.7.1 contribute a Activity 2 Primary Colours Pupil’s
growing range of suitable (W) Learners look at page 39 of Primary Book 2 Hicks, D and
words, phrases, and Colours and say what’s happening in four Littlejohn, A. (CUP
sentences during short (2) pictures, 2003) page 39
pair, group and whole e.g. 1. The mother bird is feeding the baby Or
class exchanges; birds. https://www.haiths.com/
4.3.6.1 understand with 2. The bird is standing on a rock. migrating-swallows/
some support some 3. It’s snowy and there isn’t any food for
specific information and the birds.
detail in short, simple texts 4. Three birds are standing on a tree.
on a growing range of Activity 3 Activity 3
general and some (I, P)Learners read or reread the text Encourage critical peer feedback by giving
curricular topics; around pictures. With a partner, they read learners criteria to check their partner’s Primary Colours Pupil’s
4.4.7.1 spell most familiar aloud four sentences with names of work. Finish with a positive sentence. Book 2for Kazakhstan
high-frequency words seasons in them, taking turns to say one Eg. Criteria Hicks, D and Littlejohn,
accurately when writing word each. Change round so the other 1. Pronounce words correctly A. (CUP 2012) Page 43.
independently; learner in the pair starts the sentence. Are 2. Say sentence in logical order
4.4.8.1 to include they better at reading the sentence the 3. Say what you liked in the text Way Ahead 2 Pupil’s
appropriate use of full second time? Book Mary Bowen,
stops and question marks, Activity 4 Activity 4 Printha Ellis
at sentence level with (W) Learners look at the image of Find a picture of Kazakhstani flag to project (MACMILLAN 2004)
some accuracy when Kazakhstani flag. What colour is it? on the board. Find information and pictures Page 58
writing independently What’s in the middle? (sun) What bird is of the golden eagle, native to Kazakhstan.
under the Sun? (eagle). Prepare four sentences to dictate to learners Primary Colours Pupil’s
Learners listen to teacher reading about golden eagles. Include information Book 2 Hicks, D and
information about golden eagles. Look at about what they eat, where they live in Littlejohn, A. (CUP
questions in Primary Colours page 39 and summer, why they fly away, when they fly 2003) page 39
ask teacher questions about the eagle. away from Kazakhstan.
Activity 5
(I, P) Learners write answers about the
bird into a short text and illustrate. Swap
with a partner.

53
 Is there a season in the text, which has Primary Colours Pupil’s
food, and a place in it? Are there capital Book 2 Hicks, D and
letters and full stops in the text? Littlejohn, A. (CUP
I like the ________. 2003) page 44 Ex 3
Activity 6
(W, f) Learners look at Primary Colours
page 44. Learners look at the words and
then write answers to the questions:
How many animals are there?
Where are they?
What are they doing?
Are there animals like these in
Kazakhstan?
Learners compare their answers with a
partner and then check. Activity 7
Activity 7 Use the website about the brown bear to
(G, f) In groups of four, each learner gets a prepare four separate sentences about where http://animals.nationalge
sentence about the brown bear. In turns, it lives, where it goes in summer, where it ographic.co.uk/animals/
learners read their sentence aloud and the goes in winter and what it eats. mammals/brown-bear
others write it down. They can ask the Copy for groups of four learners and cut up Information and image
reader to repeat the sentence or spell some so that each learner has a sentence to read of brown bear for teacher
words. Learners check sentences together aloud to the others. to extract key sentences
when finished.
4.1.3.1 understand the Volcanoes
main points of short Pre-learning Pre-learning
supported talk on an (W)Play ‘guess the word’ game. Explain the plural form of volcano can be
increasing range of general Explain the procedure: learners call out volcanoes or volcanos. Agree with class
and some curricular topics; letters of the alphabet and try to work out which form you would like them to use.
4.1.6.1 understand some the word on the board. They have 12 tries Also, explain volcano is from the Roman
specific information and then you win. God, Vulcan, who was the god of fire.
detail of short, supported Draw 7 lines (one for each letter of
talk on an increasing range ‘volcano’). If learners say ‘o’, write it
of general and some twice.
curricular topics; Does it look like the Kazakh/ Russian

54
4.1.7.1 use contextual word? (no)
clues to predict content Does it sound like the word in L1, L2?
and meaning in short (yes).
supported talk on an Activity 1
increasing range of general (W) Project the poster of a volcano from Activity 1 http://education.scholasti
and some curricular topics; the first hyperlink. Which of the six words It is important to take time to talk about the c.co.uk/resources/8997
4.2.6.1 take turns when do learners know in L1? (magma, vent, poster and encourage learners to ask Poster of a volcano with
speaking with others in a crater, hot ash, ash fall, lava). questions simple labels
growing range of short, (I) Learners look at the diagram on the e.g. What is magma? Where does the ash
basic exchanges; worksheet, as well as at the poster and then go? Why is the lava red?
4.3.3.1recognise basic copy key words in correct places to label
opinions in short, simple volcano. Prepare a worksheet with unlabelled diagram
texts on an increasing Activity 2 of a volcano – the same as volcano in poster.
range of general range of (W) Explain the process to learners briefly: Write the explanation as a separate sentences
general and some First, rocks down in the Earth get very hot. for a reordering task.
curricular topics; The very hot rock is called magma. Then
4.3.5.1 understand the magma gets hotter and hotter. It goes up
main points of short the vent of a volcano. It goes up to the
simple texts on a growing crater at the top. It comes out over the top
range general and some of the volcano. After that, some magma
curricular topics by using turns into hot ash and falls; but some
contextual clues; magma turns into hot lava and runs down
4.4.2.1 begin to use the side of the volcano. When lava is cold,
joined-up handwriting in a it turns into a rock.
limited range of written
work
Activity 3 Activity 3
(P, f) Hand out text cut up into separate It is important to encourage learners to take
sentences. Learners in pairs reorder to time to check their work themselves before
make an explanation. Learners reread to comparing it with another pair of learners.
check then compare with another pair.
Activity 4 Activity 4 Primary Colours 4 pages
(W) Learners look at Primary Colours 4 Monitor groups as they prepare the group 8, 14, 18 and 32.
pages 8, 14, 18 and 32. Draw a noise drama and help those who need support.

55
 bubble with spiked edges on the board. Praise all efforts. http://www.youtube.com
Tell learners that in cartoons, writers put /watch?v=R0Zbj7S22zs
sounds into shapes like this. Learners find Extension: Collect sounds used in L1 &feature=youtu.be Very
5 examples of sounds on the pages and children’s comics so learners can compare short volcanic eruption
write them inside sound bubbles. some typical sounds used in English comics (1 minute 24 seconds)
ring, ring; vroom; beep beep; phutphut; with those used in L1 comics. Are any the
zzzaaappp! same?
What sounds can a volcano make? Way Ahead 5 Pupil’s
rumble, rumble; roar; whoosh; crackle; Book Mary Bowen,
crash Printha Ellis
Activity 5 (MACMILLAN 2004)
(G, f) In small groups, learners decide who Page 106-109
will read each line of the text about
volcanoes. They decide how to read the
text as a group drama with sound effects
and body language. Perform.
Plenary
(D, W, I) Teacher asks learners to look at
the following words: volcano, crater, ash,
fire, ash cloud, red, orange, black, white,
lava; no magma, no vent, no rock and
predict the content of the film.
4.3.6.1 understand with Snow and ice
some support some Pre-learning
specific information and (W, I) Learners look at nine pictures on the Pre-learning
detail in short, simple texts board, listen to the description and say the Project the first 9 pictures of Arctic animals http://www.skyenimals.c
on a growing range of correct number of picture on the board. Put stickers numbered 1 to 9 om/browse_habitat.cgi?h
general and some e.g. This animal is walking on the snow. beside each picture. abitat=polar_regions
curricular topics; There are some trees behind the animal. It pictures of animals that
4.5.13.1 use can to make is lifting its leg. (Picture 4). This animal is live in polar regions
requests and ask standing in the snow. It has got four legs.
permission, use It is between two animals. (Picture 1). Way Ahead 2 Pupil’s
must/mustn’t/have to to Learners describe pictures for others to Book Mary Bowen,
talk about obligation, use guess. Printha Ellis
(MACMILLAN 2004)
56
have + object + infinitive Activity 1 Activity 1 Page 11-12
to talk about obligations; (G, f) In small groups, learners look at Model an example of how to describe a
4.5.14.1 use prepositions Primary Colours page 22. They take turns picture using prepositions, present tenses and Primary Colours Pupil’s
of location, position and to use prepositions to describe one of the simple conjunctions. Book 2 for Kazakhstan
direction: at, in, on, pictures. Hicks, D and Littlejohn,
behind, between, in front e.g: The children are in the car. The car is Monitor learners as they describe the A. (CUP 2003) Pages 22
of, near, next to, opposite, flying. Snow is falling in front of it and pictures. Can they use prepositions of place? and 21.
above, up, down, on the there are trees below it. (picture 4). Can they use present tenses? Can they use
right, on the left, use Activity 2 conjunctions? Primary Colours Pupil’s
prepositions of time : in, (W, I, P, f) Learners look at page 21 in Activity 2 Book 2for Kazakhstan
on, at, before, after, use Primary Colours. Look at the top picture Help learners make connections with other Hicks, D and Littlejohn,
with/without to indicate and answer: words ending in –ow. A. (CUP 2012) Page25.
accompaniment with for Is this a volcano? Elicit:show, grow, blow, throw.
instrument and for to Is the snow moving? Ask if these are nouns or verbs. Learners Spelling Notebooks
indicate recipient; Are there mountains with snow in record the words in their spelling books.
4.5.16.1 use conjunctions Kazakhstan? http://learnenglishkids.br
and, or, but, because to Learners read or reread the text and write itishcouncil.org/en/gram
link words and phrases down three questions for a partner to Differentiation: high achievers can work mar-games/modals-
answer. They write the answers before together for the reading task and write 5 must-and-mustnt for
exchanging questions. questions including two with ‘why?’ interactive games
Activity 3
(W)Ask learners why avalanches are
dangerous and ask what can cause them
(loud noises, wind, people, helicopters).
Write on the board:People must be quiet.
They must not make loud noises.
Ask why people must be quiet and must
not make loud noises. Explain it is because
this is very important; these are something
like rules.
Plenary
(I) Learners play the computer game from
the second hyperlink. How many sentences
can they make with must and mustn’t?

57
 Write on the board: Helicopters have to
rescue people.
Explain this is the job of rescue people.
Say:I teach you because it’s my job.
Learners say what they have to do.
e.g. We have to come to school. We have to
do our homework.

English Primary Grade 4

Unit 6: Healthy World
Recommended prior knowledge
Learners will know lexical sets related to the body and face, food and drink, family, animals, and they will be familiar with some vocabulary related to everyday objects we use.
They should know how to use some adverbs and simple conjunctions.
Context
The unit starts with the world of the child by looking at healthy bodies. It then looks at facts about different endangered animals and finally addresses the importance of recycling
in order to help the planet. It prepares learners for future Unit 7, Journey into Space. There are cross-curricular links with science and the environment, and links are made to
Kazakhstan and the learners’ local area. The adapted story of Little Red Riding Hood will prepare learners for Unit 5, Myths and Legends.
Outline
Learners start by reviewing body parts then develop vocabulary by finding out about health issues including healthy food, exercise and rest. In the next section they read and
write descriptions and fact files about a range of endangered animals. Learners explore what can and can’t be recycled and sort objects into categories of recyclable materials.
They also read a poem about recycling. In all sections learners develop the four skills as well as creative and critical thinking skills.
For learners’ safety teachers should pay attention while planning lessons to Disaster Risk Reduction and prepare some lessons or activities using the sites or Safety Instruction
rules; http://oureverydaylife.com/clothing-safety-toddlers-4374.html
This unit is recommended to be covered in ~8 academic hours and start with a one/two-hour introductory lesson. (~ - approximately)
Key learning objectives

58
4.2.5.1 pronounce an increasing range of words, short phrases and simple sentences intelligibly;
4.4.7.1 spell most familiar high-frequency words accurately when writing independently;
4.5.9.1 use common simple present forms, including short answer forms and contractions, to give personal information and talk about habitual actions, facts and future
timetabled events continue to use common past simple forms [regular and irregular] to describe actions and feelings and narrate simple events including short answer forms and
contractions;
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 example given well, badly,
use common -ly manner adverbs to describe actions example given slowly, quickly
4.1.10.1 recognise words similar to words in student native language;
4.2.6.1 take turns when speaking with others in a growing range of short, basic exchanges;
4.4.2.1 begin to use joined-up handwriting in a limited range of written work;
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;
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
4.2.7.1 contribute a growing range of suitable words, phrases, and sentences including giving opinions during short pair, group and whole class exchanges;
4.4.1.1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics;
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;
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
4.1.3.1 understand the main points of short supported talk on an increasing range of general and some curricular topics;
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;
4.3.2.1 read and understand with some support short simple fiction and non-fiction texts;
4.4.5.1 link with some support sentences using basic coordinating connectors
4.1.4.1 understand an increasing range of short supported questions on general and some curricular topics;
4.1.5.1 identify initial, middle and final phonemes and blends;
4.2.4.1 respond to questions on an increasing range of general and some curricular topics;
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;
4.3.5.1 understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues;
4.5.8.1 use imperative forms [positive and negative] to give short instructions on a growing range of familiar topics

Learning objectives Suggested teaching activities Teaching notes Learning resources

4.2.5.1pronounce an Healthy bodies 1

increasing range of words, Pre-learning Pre-learning Flashcards and worksheet
short phrases and simple (W, G) Learners look at the word on Prepare flashcards with:nose, ear, tooth, https://learnenglishkids.britis
sentences intelligibly; each flash card and point to the mouth, head, stomach, back. Hold up for hcouncil.org/flashcards/huma
4.4.7.1 spell most familiar corresponding body part. Each time learners to read silently. n-body-flashcards
high-frequency words students repeat the words faster. In
accurately when writing groups, one learner says the seven

59
 Learning objectives Suggested teaching activities Teaching notes Learning resources

independently; words for others to point to. Change

4.5.9.1use common simple round.
present forms, including Activity 1 Activity 1
short answer forms and (W) Pre-teach or elicit the seven Prepare a matching worksheet with images
contractions, to give health problems and write on the of the seven body parts and the health
personal information and board: cold, cough, earache, problem words. Help learners notice the
talk about habitual actions, headache, stomach ache, backache, spelling of –ache and cough (and laugh).
facts and future timetabled toothache. Which words are difficult They record words in spelling notebooks.
events continue to use to spell?
common past simple forms Help learners with sound and spelling in
[regular and irregular] to (I, P, f) Individuals complete head and healthy. Who can spell bread (= 2
describe actions and matching task on the worksheet. points), treasure (= 5 points), weather (= 10
feelings and narrate simple Below, they write 4 - 6 sentences points)?
events including short about themselves and their family Use the writing task to check accuracy of
answer forms and using always, sometimes and never spelling, handwriting and agreement of
contractions; e.g. I sometimes have a cold. I never verbs in sentences. More able learners write
4.5.12.1 use adverbs of time have a toothache. My granddad more sentences and use time phrases
and frequency: sometimes, always has a backache. Compare the e.g. In winter I sometimes have a cold. Put
often, always, never to sentences with a partner. the example on the board as a model. http://www.eslkidsworld.com
indicate when and how /worksheets/noun%20worksh
often, begin to use simple Activity 2 Activity 2 eets/Countable%20and%20un
adverbs of manner example (W, I) Write medicine, doctor, countable%20nouns%20matc
given well, badly, use dentist on the board. Ask which Differentiation: h%20up%20worksheet.pdf
common -ly manner adverbs words we use with ‘a’ and which Encourage more able learners to use or
to describe actions example with ‘some’. Hand out worksheet in additional sentences in solutions e.g. Go to https://en.islcollective.com/re
given slowly, quickly hyperlink. Learners complete it by : the doctor. She/He can help you get better. sources/search_result?Tags=
1. Stating the health problem and Search+free+ESL+resources
2. Giving the solution. &Grammar_Focus=Countabl
Compare with a partner then role- e+and+uncountable+nouns
play the two- three sentences for countable and
e.g. I’m cold. Here is a scarf. Take it uncountable nouns related to
quickly! health

60
 Learning objectives Suggested teaching activities Teaching notes Learning resources

Activity 3
(P, f) Learners write problems using The teacher can chose the activities
have got and nouns: stomach-ache, appropriate to the group and level.
toothache, headache and cough.
With a partner, suggest solutions
e.g. I’ve got a toothache. Go to the
dentist. Worksheets for health
Activity 4 vocabulary
(P) Learners tell the partners about https://www.englishwsheets.c
health problems they had last time om/health.html
(week, month, year) and what they
did to recover.
e.g.I had a toothache and went to the
dentist.
Plenary The teacher can support the learners by
(W, P) Learners do matching task to giving them the tables with regular and
revise vocabulary or may practice irregular verbs forms in the Past Simple for
regular or irregular forms of the Past revision or usage. e.g.(have- had, go-went,
Simple do-did, take –took)

4.1.10.1 recognise words Healthy bodies 2

similar to words in native Pre-learning Pre-learning Worksheet with table and list
language; (W, I, f) Write on the board: eat Prepare worksheets with a table for the of food and drink items
4.2.6.1 take turns when well, wash, exercise, rest. Explain learners to complete. Put four headings at
speaking with others in a the learners that we need to eat well, the top of the columns: eat well, wash,
growing range of short, drink water, wash our faces and exercise, rest. http://www.anglomaniacy.pl/f
basic exchanges; bodies, do exercise and rest. Then ruitsDictionary.htm Fruits
4.4.2.1 begin to use joined- we’re healthy. and short descriptions
up handwriting in a limited
range of written work; Activity 1 Activity 1
4.4.7.1 spell most familiar Give learners worksheets with a Make flashcards or have ready a list of at

61
 Learning objectives Suggested teaching activities Teaching notes Learning resources

high-frequency words table. They listen to the words read least 12 familiar nouns and verbs related to
accurately when writing aloud then record them in the four categories to read aloud
independently; appropriate columns. Learners e.g. cheese, water, hands, run, sit down.
4.5.3.1 use adjectives, compare the works with a partner
including possessive and check spelling. http://bogglesworldesl.com/ki
adjectives, on a growing ds_worksheets/sports.htm
range of general and some Activity 2 Activity 2 Sports presented using
curricular topics to describe (W, G) Write on board: Is all our Ensure that learners understand it’s ok to eat present continuous
things, use simple one- food and drink healthy? Groups some cake, crisps, biscuits and to have soft or
syllable and some two- brainstorm food and drink in a mind drinks but these should be for treats. https://www.cursivewriting.or
syllable adjectives map. Put a happy face beside healthy g/printables/Georgia's%20Sto
[comparative and food and a sad face beside unhealthy Differentiation: ry.pdf
superlative] to make food. Is there more healthy food than More able learners can add to the a story practice for joined-up
comparisons; unhealthy food? Compare with descriptions of fruit given on the web link. handwriting(CUP 2003)
4.5.10.1 use common another group. There are many more food vocabulary Pages 20 Ex 1 and page 26
Ex2
present continuous forms, games on this website.
or
including short answers and Activity 3
Way Ahead 2Pupil’s Book
contractions, to talk about (I, D, P, W) Learners look at fruit Activity 3
Mary Bowen, Printha Ellis
what is happening now and and give the descriptions of it in the Monitor pairs as they do the task from
(MACMILLAN 2004) Pages
future arrangements on a first hyperlink. Guess the fruit. Give Primary Colours. Can they look up the book
61-63
limited range of personal an example pages easily? Can they copy words
and familiar topics, use -ing e.g. It’s green or yellow. It grows on accurately? Can they take turns?
forms swimming, spelling trees. It’s juicy and sweet. (pear)
as nouns to describe familiar Learners in pairs play the game. Differentiation:
and classroom activities Draw all the healthy food and make More able learners write further examples of
into a class poster. sports and categorise them e.g. one
Activity 4 player/more than one player; with a
(P, f, I) Learners agree who is ‘A’ ball/without a ball
and who is ‘B’. ‘A’ looks at page 20
in Primary Colours and ‘B’ at page
26. They identify actions for
exercise, and for rest and write in

62
 Learning objectives Suggested teaching activities Teaching notes Learning resources

two lists. They take turns to tell each

other ideas. Does partner agree?
They decide on two more actions for
exercise and two for rest.
Individually, they write sentences
e.g. We exercise when we ski, climb
and ride a bike.
We rest when we camp in a tent and
read books.

Plenary
(I, f) Learners complete worksheet in
hyperlink using present continuous.
Ask when we use this verb form.
4.2.7.1 contribute a growing Save our animals 1
range of suitable words, Pre-learning
phrases, and sentences (G) Learners in groups of 5 - 6 stand Mind maps
including giving opinions in a circle and take turns to say an Fact files
during short pair, group and animal. How many can each group http://www.defenders.org/tige
whole class exchanges; say in English? r/basic-facts facts about
4.4.1.1 plan, write and Activity 1 Activity 1 endangered animals: tigers
check sentences with (G, f) Learners take turns to write Prepare a large mind map for each group http://www.defenders.org/wh
support on a range of basic animals in a mind map according to with animals in the centre and 6 lines ales/basic-facts facts about
personal, general and some the categories:fish, birds, mammals, branching from the centre. Encourage endangered animals: whales
curricular topics; reptiles, insects, others. Each group learners to look at picture dictionaries to http://www.defenders.org/gra
4.4.2.1 begin to use joined- presents their mind map, reading check spelling and add some more names. y-wolf/basic-facts facts about
up handwriting in a limited aloud animals recorded in it. Which endangered animals: wolves
range of written work; animals have names similar to those https://bogglesworldesl.com/k
4.5.1.1 use singular nouns, in Kazakh and Russian? ids_worksheets/endangeredan
plural nouns – including Activity 2 Activity 2 imals.htm facts about
some common irregular (W, f) Ask which animals are Prepare 3 or 4 fact files about endangered endangered animals white
plural – and uncountable becoming extinct. Project a tiger animals for learners to complete: bear and elephants

63
 Learning objectives Suggested teaching activities Teaching notes Learning resources

nouns, possessive ‘s/s’ to hyperlink, then whale and wolf. Name of the animal: or
name, describe and label Learners ask questions in order to How tall: Way Ahead 4 Pupil’s Book
things; complete fact files How long: Mary Bowen, Printha Ellis
4.5.5.1use interrogative e.g. How tall / long is the ____? How Lives: (MACMILLAN 2004) Pages
pronouns who, what and long does it live? What does it eat? Eats: 48-52 fact files about
where, how many, how What sound does it make? Sound: endangered animals
much, how often, how big, They can repeat questions and ask Use the fact file as a means of assessing
what kind of to ask for spelling so they have all the how well learners can listen, remember then
questions on growing range information needed for the fact file. write information. Fact file
of familiar topics (I, G) Learners complete the fact http://www.animalfactguide.c
files, form small groups and read om/animal-facts images of
aloud information using sentences endangered animals
e.g. Whales are __ m long. It lives
for___ years. It eats ___. It makes a
funny sound.
Activity 3 Activity 3
(I, f) Learners look at the images of Project the images of endangered animals http://www.activityvillage.co.
the animals we need to save. They from the hyperlink or from another Internet uk/animal_templates.htm for
choose one to write five sentences link. outlines of animals in general
about. They plan using sentence Provide sentence starters for writing task:
starters; write; check work before e.g.My animal is a ____. It’s ___ (colour).
exchanging with a partner. Word It’s ___ tall. It’s ___long. It lives in ____.
process work, print and present in Provide the outlines of endangered animals
groups according to animal groups. on paper about 10 x 15 cm. More able
Plenary learners can write adjectives to describe the
(I) Write an animal shape poem animal as well as nouns inside outline.
inside the outline of an endangered
animal. Write the animal’s name
many times inside the outline.
4.1.3.1understand the main Save our animals 2
points of short supported Pre-learning Activity 1
talk on an increasing range

64
 Learning objectives Suggested teaching activities Teaching notes Learning resources

of general and some (P, I,f) Learners do Primary Colours Monitor how well learners can write Primary Colours Pupil’s Book
curricular topics; page 26 ex1. They take turns to talk sentences in short descriptions. Provide less 2 Hicks, D and Littlejohn, A.
4.2.3.1give short, basic to a partner about animals then write able learners with word banks with nouns (CUP 2003) Page 26 Ex1
description of people and six sentences about it using sentence such as animal food, body parts and verbs of
objects, begin to describe starters in the book and word banks movement. The teacher can motivate Primary Colours Pupil’s Book
past experiences on an on the board. learners to speak about animals they saw last 2for Kazakhstan Hicks, D and
increasing range of general Activity 1 summer and write about them. Littlejohn, A. (CUP 2012)
and some curricular topics; (P) Learners use computers to play a Differentiation: Page 17.
4.3.2.1 read and understand spelling game on the first hyperlink. More able learners can be partnered with
with some support short How many wild animals can they less able learners to do computer games. Word banks
simple fiction and non- spell? They play animal sentence Pairs take turns to record the animal names https://learnenglishkids.britis
fiction texts; game in the second hyperlink. How and sentences they made on the computer. hcouncil.org/es/archived-
4.4.5.1link with some many sentences can they make? word-games/balloon-
support sentences using Which animals in the two games are Activity 2 burst/zoo-animals
basic coordinating endangered? Look at thelist in the Paraphrase information about argali in the spelling game
connectors third hyperlink to check. final hyperlink but also tell the learners
Activity 2 about the success in saving antelopes. It’s http://learnenglishkids.british
(W) Listen to the facts about animals important l earners are aware of the success council.org/en/word-
endangered and saved in Kazakhstan. stories in saving endangered species, games/make-the-
(I, f) Learners write facts about especially those in their own countries. sentences/wild-animals
argali and antelopes using sentence sentence-level game
starters in Primary Colours p26, ex1
but also using ‘and’ and ‘but’ to https://www.thoughtco.com/r
write complex sentence ecently-extinct-animals-
e.g. The antelope eats __ and __. It’s Activity 3 1092157 list of extinct
got ___ but it hasn’t got ____. Prepare a worksheet headed: Why save our animals around world
Activity 3 animals? Put a picture and the first clause
(P) Talk about why we should save on the left http://en.islcollective.com/res
animals. Learners complete a e.g. Save tigers. ources/printables_page?id=12
worksheet with a reason for saving Draw an arrow with because in it, and leave 142 facts about argali –
four animals e.g. We like them / They a space for learners to write a simple reason endangered
are important / They help us / They e.g. We like them. / They are important. /

65
 Learning objectives Suggested teaching activities Teaching notes Learning resources

are beautiful / They help the world. They help us. / They are beautiful. / They Worksheet
Plenary help the world.
(I) Plenary Primary Curriculum Box
Write kangaroos on the board and Learners write an acrostic using ideas in Bentley (2009) CUP, page
ask Where do they live? (Australia). Primary Curriculum Box (see Learning 128 – 129
Ask pupils to tell you words resources). or
associated with kangaroos and write Acrostic poem https://www.activityvillage.c
them on the board Kangaroos o.uk/animal-acrostic-poem-
(e.g. jump, kick, big, long ears, Kangaroos printables
pouch). Read the poem aloud and ask CAn jump high.
the pupils to read They spriNg and kick
and listen. Ask: Are any of the words
With Giant leaps
on the board in the poem?
Ask: What is special about the Along Australian
poem? (kangaroos is written down gRound.
the middle). Explain that Over rocks,
this type of poem is called an Over sand
acrostic poem. They're faSt, fast runners.

4.1.3.1 understand the main Help the planet 1 Pre-learning Internet with image of Earth
points of short supported Pre-learning Use Google maps or Globus to show the from Space. Links to Google
talk on an increasing range (W) Project an image of the Earth planet, Asia, Kazakhstan, your city, school maps of Asia, Kazakhstan,
of general and some from space. Pre-teach Planet Earth. area. your city, your school area.
curricular topics; Explain that we need to look after Prepare a worksheet with the title ”Let’s
4.1.4.1 understand an our Planet. Zoom in to map of Asia, recycle”. Worksheet
increasing range of short map of Kazakhstan, map of home
supported questions on city, map of school area. Ask Spelling notebooks
general and some curricular learners about the names of the
topics; places.
4.2.6.1 take turns when Activity 1
speaking with others in a (W, G, f) Ask: How do we keep our Activity 1 http://images.scholastic.co.uk
growing range of short, classroom clean? Learners complete Number or label pictures e.g. banana skin, /assets/a/33/62/ce-pb-
basic exchanges; a worksheet about what they put into sweet paper, empty crisp packet, glass 15044.pdf worksheet for

66
 Learning objectives Suggested teaching activities Teaching notes Learning resources

4.3.2.1 read and understand the classroom bin. Play “What is bottle, drink can, drink box, old magazine, sorting old food and other
with some support short it?” Describe an object on the empty yoghurt pot, old T-shirt. Pre-teach rubbish into two bins
simple fiction and non- worksheet and learners guess bin, rubbish, litter (= paper rubbish).
fiction texts; e.g. It’s paper. It’s got pictures. We
4.5.12.1use adverbs of time can read it. Activity 2 https://1c7951e0f713f82c10d
and frequency: sometimes, In groups, learners take turns to Elicit or pre-teach metal, plastic, glass, 3-
often, always, never to describe an object on the worksheet clothing. Monitor groups as they describe 9c5e6fbd2c9d828eb37b6bf03
indicate when and how and others guess. and guess objects. 99bddd6.ssl.cf1.rackcdn.com/
often, begin to use simple Activity 2 Help learners notice ‘ea’ in clean. clean-green/index.html online
adverbs of manner example (P, f) Explain the learners that we Elicit:read, eat, pea, bean, tea, sea, beach, game for classification of
given well, badly, use put old food into a different bin. jeans. Learners record in spelling books. rubbish
common -ly manner adverbs Pairs look at the worksheet; number Copy a worksheet from the first hyperlink
to describe actions example objects 1 - 21 and circle the words and explain.
given slowly, quickly they know. They classify objects into Activity 3
those we put into old food bin and Monitor how well the learners notice the
those we put into recycle bin. Write rubbish in the bedroom and note down those
numbers, not words on bins. who have difficulty sorting rubbish into
Activity 3 bins.
(W, I) Find out what learners throw Write on board:recycle and rubbish then do
away at home. Learners use dictation.
computers to play an interactive Copy p. 71 in Primary Activity Box. Give Primary Activity Box, Nixon
game on the second hyperlink. half page each to pairs. ‘A’ draws a banana and Tomlinson (2001) CUP
Explain that they should click and skin, an old magazine and used drink can. page 71
drag 12 objects in a bedroom to the ‘B’ draws a glass bottle, plastic cup, an old or
correct bin: paper, glass, plastic and apple. Learners ask where they are in the https://bogglesworldesl.com/s
metal, old food. If they scroll over drawing and draw them in their picture potthedifferences.htm
objects, they can see their names. e.g. Is the drink can under the table? spot the differences 21
Activity 4
(G, f) Learners in small groups do a
survey:
e.g. Have you got a bin in your
bedroom? What do you put in it? Do

67
 Learning objectives Suggested teaching activities Teaching notes Learning resources

you recycle rubbish from your

house?
Collect data from the class.
Plenary
Dictate sentences
e.g. (number) children have a bin in
their bedroom. All of us put paper in
the bin. We always/often/sometimes
recycle rubbish from our houses.
4.1.5.1 identify initial, Help the planet 2 Pre-learning http://education.scholastic.co.
middle and final phonemes Pre-learning Print out poem from the first hyperlink and uk/resources/111345 simple
and blends; (W, I) Read a poem aloud several type on to a worksheet with space around poem about recycling
4.2.4.1 respond to questions times and mime actions in the middle edges of paper for learners to draw
on an increasing range of of the verse. Learners say any words illustrations.
general and some curricular they remember. Record the words on
topics; the board in order they appear in the
4.2.8.1 express basic likes poem. What does the first verse
and dislikes, recount short, describe? (rubbish everywhere) And
basic stories and events on a the second verse? (what we can do
limited range of general and with rubbish) And the third verse?
some curricular topics; (how we can recycle it) Hand out a
4.3.5.1 understand the main worksheet with a poem, read
points of short simple texts together then learners illustrate it.
on a growing range general Display on wall.
and some curricular topics Activity 1 Activity 1 https://learnenglishkids.britis
by using contextual clues; (W, P) Teacher refers to the link and Print out worksheets one per learner. hcouncil.org/es/short-
4.5.8.1 use imperative forms opens the video. Learners watch the Learners watch the video twice. stories/planet-earth (video)
[positive and negative] to video for the first time to get
give short instructions on a acquainted with the topic. https://learnenglishkids.britis
growing range of familiar Teacher hands out the worksheet and hcouncil.org/sites/kids/files/at
topics instructs the learners to follow the tachment/short-stories-planet-
text while they watch the video for earth-transcript.pdf

68
 Learning objectives Suggested teaching activities Teaching notes Learning resources

the second time. (worksheet 1)

Activity 2
(W, I) Teacher hands out worksheet https://learnenglishkids.britis
2. Learners complete it by writing hcouncil.org/sites/kids/files/at
the words under the pictures, filling tachment/short-stories-planet-
in the words in the story, finding the earth-worksheet.pdf
mistakes, etc.
Activity 3 Activity 3
(W, I) Learners complete Task 4 of This activity is optional. If there is no extra
the worksheet, they draw and write 3 time teacher can give it as a homework and
things about recycling using, ‘Don’t’ check it as warm up during the next lesson.
e.g. Don’t throw litter on the floor.
Put it in the paper bin. Plenary
For example:
Plenary I switch off the lights when I'm not using
Discussion: them.
What can you do to help protect I have a shower instead of a bath to use less
Planet Earth? Tell us your top tip! water.
I don't take plastic bags from the
supermarket, I use my own bag.

English Primary Grade 4

Unit 7: Journey into Space
Recommended prior knowledge
Learners will be able to use a range of vocabulary related to describing robots and aliens. They will know how to connect sentences using and, but and or, and they will be able to
write short text about familiar topics. They should know how to use modal verbs of obligation and comparative adjectives. They should also be confident using a range of
interrogative pronouns.
Context
This unit revisits language which learners met in some previous units as well as building on it by introducing new vocabulary and introducing the past simple tense. Cross-
curricular links are made with music: songs and classical music, and with art. Learners continue to compare some topic vocabulary with words used in the L1 and L2. Learners

69
also continue to record tricky spelling in notebooks and they complete some ‘can do’ statements.
Outline
Learners start the unit by looking at the topic of space from an astronaut’s viewpoint, what they wear, their obligations and what they can take into space. Learners also find out
about dogs that went into space and look at words related to space in general. Learners then look at planets in our Solar System and learn facts about them. Finally, they do
creative work by exploring the world of aliens: what they could look like, how they could speak and what they could do.
For learners’ safety teachers should pay attention while planning lessons to Disaster Risk Reduction and prepare some lessons or activities using the sites or Safety Instruction
rules; http://oureverydaylife.com/clothing-safety-toddlers-4374.html
This unit is recommended to be covered in ~8 academic hours and start with a one/two-hour introductory lesson. (~ - approximately)
Key learning objectives
4.1.5.1 identify initial, middle and final phonemes and blends;
4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics;
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;
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;
4.5.13.1 use can to make requests and ask permission, use must/mustn’t/have to to talk about obligation, use have + object + infinitive to talk about obligations
4.2.6.1 take turns when speaking with others in a growing range of short, basic exchanges;
4.3.6.1 understand with some support some specific information and detail in short, simple texts on a growing range of general and some curricular topics;
4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal information
4.1.6.1 understand an increasing range of short supported questions on general and some curricular topics;
4.3.1.1 recognise, identify and sound with support a growing range of language at text level;
4.3.4.1 find with support books, worksheets and other print materials in a class or school library according to classification;
4.5.2.1 use cardinal numbers 1 – 1000 and ordinal numbers 1 – 100;
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
4.1.4.1 understand an increasing range of short supported questions on general and some curricular topics;
4.2.4.1 respond to questions on an increasing range of general and some curricular topics;
4.3.5.1 understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues;
4.4.2.1 begin to use joined-up handwriting in a limited range of written work;
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
4.1.8.1 understand short, supported narratives on an increasing range of general and some curricular topics;
4.5.4.1 use determiners a, an, the, zero article, some, any, this, these, that, those to refer to things on a growing range of general and some curricular topics;
4.5.16.1 use conjunctions and, or, but, because to link words and phrases
4.4.1.1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics;
4.4.5.1 link with some support sentences using basic coordinating connectors;
4.5.9.1 use common simple present forms, including short answer forms and contractions, to give personal information and talk about habitual actions, facts and future
timetabled events continue to use common past simple forms [regular and irregular] to describe actions and feelings and narrate simple events including short answer forms and
contractions

70
Learning objectives Suggested teaching activities Teaching notes Learning resources

4.1.5.1 identify initial, middle Into Space 1 Pre – learning Primary Colours Pupil’s
and final phonemes and blends; Pre – learning Use the song in Primary Colours, page Book 2 Hicks, D and
4.3.3.1recognise basic opinions (W, I) Learners listen to the words 33. Dictate: I’m a famous astronaut, Littlejohn, A. (CUP 2003)
in short, simple texts on an from a space song three times then say And I fly up to space. There’s water in pages 33 and 31
increasing range of general the words they remember. They look my bottle. But it all goes up. I’m a
range of general and some at them on the board as they do the famous astronaut, and I fly down from
curricular topics; dictation on the fourth reading. They space. There’s water in my rocket. But
4.4.7.1 spell most familiar check their work with the song words it all comes down. Repeat three times.
high-frequency words in Primary Colours page 33. Which Ask learners to tell you the words they
accurately when writing line is repeated five times? remember and construct a verse on the
independently; Activity 1 board. Dictate again and learners write.
4.5.3.1 use adjectives, (W, I) Learners use a worksheet in
including possessive Primary Activity Box and focus on Primary Activity Box,
adjectives, on a growing range spelling of space with long /ei/ sound. Activity 1 Nixon and Tomlinson
of general and some curricular They find and write all words with the (2001) p.53, 62
topics to describe things,use spelling pattern –a +consonant +e: Copy page 53 from Primary Activity
simple one-syllable and some page, date, face, skate, cake, make, Box for each learner. Follow the notes Spelling notebooks
two-syllable adjectives take, name, plate, game and record on page 62.
[comparative and superlative] them in a spelling book. Elicit paper For more able learners use extension
to make comparisons; and table. Ask why they are different task, where they additionally make lists
4.5.5.1 use interrogative (2 syllables and different spelling of words that rhyme.
pronouns who, what and pattern).
where, how many, how much, Activity 2
how often, how big, what kind (I, P) Learners look at Primary
of to ask questions on growing Colours, page 31. They read about
range of familiar topics; space, do exercises 5 and 6 then with Learners look at the pictures of the
4.5.13.1 use can to make a partner write five questions for these space shuttle in Exercise 6 on page 31.
requests and ask permission, answers: The space shuttle. Life inside Answer the questions. Then read about
use must/mustn’t/have to to the space shuttle. Everything goes up. the space shuttle. Check answers to
talk about obligation,use have The astronaut’s food. On the wall. Exercise 5. Peer assessment.
+ object + infinitive to talk e.g. What goes fast? What is difficult
about obligations for the astronauts? Why is life

71
difficult for the astronauts? What isn’t
very nice? Where do astronauts
sleep?

Activity 3 Activity 3 Primary Activity Box,

(I, G) Learners read or reread the Nixon and Tomlinson
story in Primary Colours, page 32. In Teacher monitors the correct (2001) p.63
groups of four, act out the story and pronunciation and drills if necessary. Primary Colours Pupil’s
include the sounds. Do exercise 2 on Book 2for Kazakhstan
page 33. Learners notice this, that’s, Hicks, D and Littlejohn, A.
those, his, her, their. They play a (CUP 2012) Page 35.
game in Primary Grammar Box, page Primary Grammar Box,
53. Nixon and Tomlinson
Activity 4 Activity 4 (2003) page 53
(I, f) Learners watch animation of an http://www.esa.int/esaKIDS
astronaut in rocket in hyperlink. They Monitor how well the learners use must en/LifeinSpace.html
read what astronauts must do in the in sentences about astronauts. Check if Animation of an astronaut in
speech bubbles e.g. They must do they understand the reason for using space rocket
exercise/wash clothes/sleep/do must.
experiments/use computers/eat three
meals every day. Learners write the
sentences.
Plenary
Learners write sentences: I’d like to
be an astronaut because ____. Or I
wouldn’t like to

72
4.2.6.1 take turns when Into Space 2 Pre – learning
speaking with others in a Pre – learning The Space Station is 400km above us.
growing range of short, basic (W, I, P) Project image of The astronauts fly for 6 hours to get to
exchanges; International Space Station – see the Space Station. They stay in the
4.3.6.1 understand with some hyperlink. Learners say what they Station for 6 months. They fly back for http://www.esa.int/kids/en/l
support some specific know about it. Write on board: 3 3 hours and land in Kazakhstan. The earn/Life_in_Space/Space_
information and detail in short, hours, 6 hours, 6 months, 90 minutes, Space Station takes 90 minutes to go Stations/Where_is_the_Inter
simple texts on a growing 400km. Learners predict what round the Earth. national_Space_Station
range of general and some numbers be an astronaut because
curricular topics; ____.
4.4.4.1 write with support a could be. Learners look at worksheet
sequence of short sentences in and find information. They tell a
a paragraph to give basic partner something they think is
personal information surprising. I think the ____ is
surprising. Me, too. Or, No, I don’t. I
think the ___ is surprising.
Activity 1 Activity 1
(W, P, f) Learners look at table of
facts about dogs in space. With a Using second website, prepare a table
partner, they take turns to describe with: eight dogs’ names, Russian
information orally before writing meaning of name; where dogs went.
sentences. Remind learners to use was http://www.enchantedlearni
and went, e.g. ng.com/subjects/astronomy/
The dog’s name was Laika. It means dogs Dogs in space
barker. She went round the Earth.
Activity 2 Monitor how well learners write
(I, P, G, f) Explain that the learners sentences using capital letters and full
are going to Mars for 9 months. The stops. Learners do a pyramid speaking
rocket has water and computers. activity. They decide alone on things to
Learners look at 12 things on the take to Mars, then with a partner, then
board they can take with them and in groups of 4. Write on board 12 things
decide on 10. Compare with a partner but they can only take 10 to Mars:
and agree on the same 10. Compare packet of crisps, tortilla, fruit juice,
with another pair of learners and agree pizza, ice cream, tomato ketchup,

73
 on the same 10. Learners say: A: Let’s macaroni cheese, hamburger, laptop,
take ___. exercise bike, crayons, notebook.
B: Yes, OK. Or: No, can we
take____?
Do a class tally at the end of the
activity to see which 10 things they’ll
take to Mars. http://spaceplace.nasa.gov/
Plenary mars-adventure Click on
(I) Learners play interactive rocket ‘click here to blast off from
launch game in the final hyperlink. Mars’ for interactive game.
Which things did they take into the
rocket?
Planets 1
Pre- learning Kinaesthetic learners may be
4.1.6.1 understand an (W) Brainstorm names of planets. encouraged to learn planets if
increasing range of short Compare pronunciation in English and teacher give each learner the name of https://www.theplanetstoday
supported questions on general L1. Learners say which planets sound one planet in the group and asks them .com/the_planets.html
and some curricular topics; similar. Learners look at eight planets to stay in a line of the planets order. Images of planets and space
4.3.1.1recognise, identify and in order from the Sun in the first Learners may find it challenging to facts
sound with support a growing hyperlink. Say ordinal numbers from pronounce some of the planet names in Worksheet True/False
range of language at text level; 1 – 8 and tell the order of his/her English. They can make up a class questions:
4.3.4.1 find with support planet Say mnemonic to help mnemonic to help them remember the https://en.islcollective.com/r
books, worksheets and other remember the order: My Very English order of planets from the Sun. esources/printables/worksh
print materials in a class or Monkey Jumps Slowly Under eets_doc_docx/solar_syste
school library according to Newspapers. Activity 1 m_quiz_-
classification; Prepare some true and some false facts _true_or_false/space/10397
Activity 1
4.4.4.1 write with support a (P) Learners read true/false facts about planets and sizes using 1
PowerPoint slides or worksheet http://www.sciencekids.co.n
sequence of short sentences in about planets and with a partner agree
True/False questions in hyperlink e.g. z/sciencefacts/space/solarsy
a paragraph to give basic on answers. Look at PowerPoint in the
Venus is hotter than Uranus (T). Jupiter stem.html
personal information; third hyperlink and check. How many
is smaller than Mars (F). Ask learners Helpful space facts
4.5.2.1 use cardinal numbers 1 facts are correct? Learners correct any
– 1000 and ordinal numbers 1 wrong comparisons. who gave right answers to explain their
– 100; decisions.
Activity 2 http://learnenglishkids.britis
4.5.17.1 use me, too and I (I, f) Learners listen to a song about hcouncil.org/en/songs/flying
Activity 2

74
don’t to give short answers,use planets and answer the questions: Use learners’ knowledge to compare -the-sun-the-stars Song
when clauses to describe How is the weather on Mercury? planets, distribute worksheets to write about planets
simple present and past actions What color is Mars?. comparative adjectives. Play the song
on personal and familiar topics (I,f) Learners listen to the song the again with the lower volume and ask
second time and complete the learners to finish until the song stops.
worksheet comparing planets until the After they finish, ask them to correct
song finishes. their errors in pairs, then as a whole https://www.eslprintables.co
Plenary class with a teacher. m/vocabulary_worksheets/s
They tell three classmates which of cience/the_planets/Compari
ng_planets_931322/
the activities they liked most:
worksheet comparing
mnemomics, standing in a line to
planets
remember the order of the planets,
facts about planets, listening and
watching the song, completeing Plenary
worksheet. Teacher may write the activities and
e.g. A: I like the song in the video. learners tick them on the board if they
B: Me, too liked.
or I don’t. I like the song in the Learners should say their preferences
book/video. and the other who have similar choice
respond: “Me too” or “I don’t like”
4.1.4.1 understand an Planets 2
increasing range of short Pre-learning Pre-learning http://bogglesworldesl.com/
supported questions on general (W, P, f)Learners look at the numbers Copy a worksheet from the first kids_worksheets/solarsyste
and some curricular topics; on the board from 1 – 10 and say the hyperlink. m.htm Worksheet 1 ‘The
4.2.4.1 respond to questions on first, second etc. Point to them Monitor how much learners remember Solar System’ labelling
an increasing range of general randomly and learners say ordinal about the Planets from the previous activity.
and some curricular topics; numbers. Learners say planets in order lessons. and
4.3.5.1 understand the main from the Sun. Remind them of Worksheet 2: ‘Solar system
points of short simple texts on mnemonic. In pairs, learners read and Cloze’ for fact file
a growing range general and label the planets and answer questions information
some curricular topics by using on the worksheet. Compare the https://bogglesworldesl.com
contextual clues; answers with a partner. /kids_worksheets/solarsyste
4.4.2.1 begin to use joined-up Activity 1 m2.html
handwriting in a limited range Activity 1 Prepare a fact file for learners to write

75
of written work; (P, f) Learners in pairs agree which simple information about the eight Worksheet 5 “More outer
4.5.1.1 use singular nouns, four planets they will write fact files planets (pairs of learners prepare four space vocabulary” for plural
plural nouns – including some about. They read four descriptions planets each), e.g. forms of nouns
common irregular plural – and each and add notes to the fact files. Planet’s name; Number from Sun; https://bogglesworldesl.com
uncountable nouns, possessive Do an example together: Planet’s Adjective; Fun fact. /kids_worksheets/outerspac
‘s/s’ to name, describe and name: Mars / Differentiation: Kinesthetic learners e1.html
label things Number from Sun: fourth / may role play a dialogue how planets
4.5.2.1 use cardinal numbers 1 Adjectives: cold / meet. Foe example, http://www.youtube.com/wa
– 1000 and ordinal numbers 1 Fun fact: Mars is called the Red - Hello, Mars tch?v=s8EwBTQhl3Y
– 100; Planet. What is your number from the Sun? Music. Holst, The Planets –
4.5.3.1 use adjectives, What color are you? What do you have Mars
including possessive Activity 2 on your surface? Are you cold or http://www.youtube.com/wa
adjectives, on a growing range (W, I) Write adjectives all over the hot?Activity 2 tch?v=3B49N46I39Y
of general and some curricular board, not listed, point and say. Locate start of Mars music from Planet Music. Holst, The Planets -
topics to describe things, use Learners respond physically (Total Suite by Holst on the second hyperlink. Jupiter
simple one-syllable and some Physical Response): sad, happy, Tell learners that the music is about the
two-syllable adjectives angry, quiet, afraid, surprised, cold, planets but don’t say which planet.
[comparative and superlative] hot, tired, scary. Activity 3 Provide learners with
to make comparisons Learners close their eyes and listen to Worksheet 5 or project the task as a
first 2 minutes of music from The slide on the interactive board. While
Planets: Mars by Holst. Then another leraners are doing the task, remind the
planet’s music (Neptune) and quess endings
which planet it is. Learners explain http://www.wikihow.com/M
why using adjectives. ake-Papier-
Activity 3 M%C3%A2ch%C3%A9-
(P, f) Learners write the plural forms Planets Instructions for
of nouns in Worksheet 5, then answer model of planets with
the questions in full sentences in the balloons
written form. http://analyzer.depaul.edu/p
Plenary aperplate/dynamic_solar_sy
(G)Make a model of the Solar stem.htm Instructions for
System using plasticine, balloons or simple paper plate model of
paper planets

76
4.1.5.1 identify initial, middle Aliens 1
and final phonemes and blends; Pre-learning Pre-learning http://learnenglishkids.britis
4.1.8.1 understand short, (P, I) Learners write three things they To make the start easier give an hcouncil.org/en/short-
supported narratives on an know about aliens and then exchange example: Aliens are… Aliens stories/the-cold-planet Story
increasing range of general and ideas with another pair. have…Aliens can/can’t… about aliens on a cold planet
some curricular topics; Activity 1 http://learnenglishkids.britis
4.2.4.1 respond to questions on Activity 1 Learners use more advanced grammar hcouncil.org/sites/kids/files/
an increasing range of general They draw an alien and describe it in to describe their alien and encourage attachment/short-stories-
and some curricular topics; four sentences. sentences with connectors but and or. the-cold-planet-
4.3.6.1 understand with some e.g. It’s a/an ___ (adjective) alien. It’s Provide a list of adjectives for learners worksheet.pdf
Worksheet for Activities 2,3
support some specific ___er than a/an _____. It likes who find it difficult to remember them
information and detail in short, _______ing ____ but doesn’t like in English.
simple texts on a growing _______. It would like to _______ or
range of general and some to _______.
curricular topics; Activity 2 Activity 2
4.4.7.1 spell most familiar (I, P, W) Learners listen to and read a Have learners compare their aliens with
high-frequency words story about an alien on a cold planet in the alien in the video to develop their
accurately when writing the first hyperlink. Does it look like research skills
independently; their alien? They tell a partner what’s Encourage learners to look and spell the
4.5.3.1 use adjectives, different, words they match with pictures for
including possessive e.g. My alien is stronger than the interactive story (Worksheet, Task 1)
adjectives, on a growing range alien on the cold planet. My alien is Prepare comprehension questions to
of general and some curricular funny but the alien on the cold planet accompany the story so they can be
topics to describe things, use is funnier. My alien’s head is big but answered orally or in writing.
simple one-syllable and some the alien on the cold planet has got a (Worksheet, Task 2 True/False)
two-syllable adjectives bigger head.
[comparative and superlative] Provide learners with PPt or rules of the
to make comparisons; (I,P,W)Learners do Task 3, fill the use of determiners.
4.5.4.1 use determiners a, an, gaps and some of them can explain
the, zero article, some, any, why the articles are used or not used
this, these, that, those to refer with the words in the gaps.
to things on a growing range of
general and some curricular Activity 3 Activity 3
topics; (W, I, f) Learners create an imaginary Create criteria for description of the

77
4.5.16.1 use conjunctions and, planet and write its description : It’s planet according to the objectives
or, but, because to link words too cold on this planet. It’s too hot on 4.5.3.1. 4; 4.5.4.1; 4.5.16.1
and phrases that planet. It has….There are…Aliens
can…. Learners should use adjectives: When learners finish writing their
cold/hot; dark/light; boring/exciting; descriptions ask learners to organise a
noisy/quiet. gallery of pictures and ask learners to
Activity 4 assess their classmates by prepared
(I, f, G) Learners take a blank 3 x 2 criteria.
bingo card and in threes, one copies
the first card, one the second and one Activity 4
the third. Learners are aliens who only Prepare a blank 3 x 2 bingo card with
understand words. They write long boxes for each learner. They write
numbers in words in cards, e.g. number names in six boxes. See
seventeen, twelve, fourteen, fifty-two, example on page 30 Primary Colours.
seventy-three, thirty. They play the Help learners notice spelling of: twenty, https://www.theschoolrun.co
bingo game as described in the book. thirty, forty, fifty, sixty, seventy, eighty, m/what-is-a-determiner
Who are the winner aliens? ninety. What is the last letter? Monitor
Plenary learners to check they’re spelling the
(I, W, I) Learners record spelling of numbers correctly. Primary Colours Pupil’s
numbers in notebooks and underline Book 2 Hicks, D and
all the final ‘y’ letters. Which Littlejohn, A. (CUP 2003)
numbers are hard to spell? Play a page 30
spelling game: What is it? Spell 6 - 7
familiar words ending in y and with
the same short /i/ sound e.g. mummy,
lorry, story, party, funny, happy,
thirsty, dirty. Which are nouns and
which are adjectives? Learners choose
four words to write in sentences.
4.3.5.1 understand the main Aliens 2
points of short simple texts on Pre-learning You can give a learner a chance to be an
a growing range general and (W,I)Begin the class by telling the alien, if you want to extend the activity.
some curricular topics by using students you are an alien. Since you
contextual clues; are new here, you don’t know a lot of

78
4.4.1.1 plan, write and check words, and you need some help.
sentences with support on a Create a mission scenario, and elicit
range of basic personal, vocabulary that will help you
general and some curricular complete it. For example, you want to
topics; send a letter telling your mother you
4.4.5.1 link with some support arrived safely. You can elicit pen,
sentences using basic paper, stamp, envelope, and post
coordinating connectors; office.
4.5.9.1 use common simple Activity 1
present forms, including short (P, I) Learners read information about Use a worksheet on the first hyperlink http://bogglesworldesl.com/
answer forms and contractions, an alien from the page on the first and print it for pairs of learners. Prepare files/Alien_Worksheet.jpg
to give personal information hyperlink. They find specific some comprehension questions for pairs Reading task
and talk about habitual actions, information with a partner and of learners. http://bogglesworldesl.com/
facts and future timetabled answer the questions Prepare learners for the story in the files/Alien_WorksheetII.jpg
events continue to use common e.g. Where is the alien from? hyperlink by asking: What’s our Worksheet for learners to
past simple forms [regular and What does he do on Pluto? planet’s name? What’s the planet like? complete
irregular] to describe actions What’s his favourite food? What’s the alien like? Organise learners
and feelings and narrate simple Describe an alien from Mars. so they have a peer response partner
events including short answer Learners use a worksheet from the who says what they like about the story
forms and contractions second hyperlink and write a fact they wrote and read.
sheet about an alien using I like the _____ and I really like the
the first text as a model.Activity 2 _____.
(I, f, G) Learners make a digital story
using the Finish the unit with this
second hyperlink. They choose story-maker about an alien
‘science fiction’ on menu on the first on a planet.
page. When finished, learners print
out a story, practise reading it then in https://docslide.us/document
small groups take turns to read stories s/comic-book-crazy-aliens-
aloud. Tell a partner what they like story-maker.html
and what they really like about their
story
Activity 3
(I, P)Learners write a story about an

79
 alien using notes and storyboard in Explain ‘character’ is the alien in Primary Curriculum Box
Primary Curriculum Box, page 107. Primary Curriculum Box storyboard. CUP (2009) page 107.
Learners create an alien as the
character, decide what its problem is,
e.g. I can’t fly and I can’t swim, I
haven’t got any friends. I don’t like
my three eyes. I don’t like living on
this Planet. I’m not strong but I like Learners complete can-do statements
strong machines. etc. about the unit (well, yes, I need some
With a partner, they agree how to help help), e.g.
each other’s alien, e.g. Let’s find a I can understand questions and
friend. I can give you special glasses. explanations about Space, Planets and
We can go to a different planet. You aliens.
can eat healthy fruit and vegetables. I can give opinions and say facts about
Learners write a text into speech the topics.
bubbles in a storyboard then role- I can read sentences and short texts
play stories with a partner. about the topic.
Plenary I can write sentences with adjectives
(P) Pair up children and ask them to and connectors about the topics.
tell each other
- 3 things I learnt
- 2 questions I want to ask
- 1 thing I already knew

English Primary Grade 4

Unit 8: Machines
Recommended prior knowledge
Learners will know the names of basic, everyday household objects and the vocabulary of 2D shapes They will be able to use modal verbs of obligation, basic
conjunctions/connectors to communicate ideas orally and in writing and they will be able to ask and respond to some open questions about general and curricular topics. They
will have collaborated in a group to make a game board.
Context
This unit links to the following one on Journey into Space by theme and language demands. Learners read short, digital texts independently and work collaboratively to create a
game. Cross-curricular links are made with science: forces; maths: telling the time; design technology: making a micro-copter. Learners could make a visit to a play park to

80
look at how equipment works.
Outline
Learners start by exploring slow machines which depend on human or natural sources of energy. They look at clocks and learn how to tell the time using analogue and 24-hour
clocks. Learners use comparative adjectives to compare and contrast machines, and use the simple past tense of the verb ‘to be’. They design and describe simple playground
equipment and compose a song. In the final section, learners explore the topic of robots, listen to a fiction and non-fiction book about them and create a game.
For learners’ safety teachers should pay attention while planning lessons to Disaster Risk Reduction and prepare some lessons or activities using the sites or Safety Instruction
rules; http://oureverydaylife.com/clothing-safety-toddlers-4374.html
This unit is recommended to be covered in ~8 academic hours and start with a one/two-hour introductory lesson. (~ - approximately)
Key learning objectives
4.1.6.1 understand some specific information and detail of short, supported talk on an increasing range of general and some curricular topics;
4.2.3.1 give short, basic description of people and objects, begin to describe past experiences on an increasing range of general and some curricular topics;
4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular topics;
4.4.1.1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics;
4.4.7.1 spell most familiar high-frequency words accurately when writing independently;
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;
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 example given well,
badly, use common -ly manner adverbs to describe actions example given slowly, quickly
4.2.1.1 make basic statements which provide information on an increasing range of general and some curricular topics;
4.3.2.1 read and understand with some support short simple fiction and non-fiction texts;
4.4.5.1 link with some support sentences using basic coordinating connectors;
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;
4.5.6.1 use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses
4.1.5.1 identify initial, middle and final phonemes and blends;
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 including giving opinions during short pair, group and whole class exchanges;
4.3.1.1 recognise, identify and sound with support a growing range of language at text level;
4.4.2.1 begin to use joined-up handwriting in a limited range of written work;
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;
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
4.2.6.1 take turns when speaking with others in a growing range of short, basic exchanges;
4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal information;
4.5.13.1 use can to make requests and ask permission,
use must/mustn’t/have to to talk about obligation, use have + object + infinitive to talk about obligations;
4.5.16.1 use conjunctions and, or, but, because to link words and phrases
4.1.8.1 understand short, supported narratives on an increasing range of general and some curricular topics;
4.4.8.1 to include appropriate use of full stops and question marks, at sentence level with some accuracy when writing independently;
4.5.4.1 use determiners a, an, the, zero article, some, any, this, these, that, those to refer to things on a growing range of general and some curricular topics;
4.5.11.1 use has got/have got there is/are statement, negative, question forms including short and full answers and contractions;

81
4.3.4.1 find with support books, worksheets and other print materials in a class or school library according to classification;
4.3.6.1 understand with some support some specific information and detail in short, simple texts on a growing range of general and some curricular topics;
4.4.5.1 link with some support sentences using basic coordinating connectors;
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

Learning objectives Suggested teaching activities Teaching notes Learning resources

4.1.6.1 understand some Slow machines 1 Pre-learning
specific information and Pre-learning
detail of short, supported talk (W) Project on board labeled Create a presentation with images. Sentence support worksheet
on an increasing range of images of: scissors, escalator, For learners who need support write
general and some curricular child’s bike, sailing boat, crane, on the board or on a worksheet: Video on Simple machines
topics; wheelbarrow, cart, windmill, and A _____ and a ____ are ________. https://www.youtube.com/watch?
4.2.3.1 give short, basic wheelchair. Say the words and A _____ and a ______ have got v=aoXnhyY5RTk
description of people and learners repeat them. Remove the _______.
objects, begin to describe labels one by one. Can learners A _____ and a ____ can ________.
past experiences on an remember the names? Play ‘think
increasing range of general link’. Learners give opinions about
and some curricular topics; what the link between objects could
4.3.3.1 recognise basic be, e.g.
opinions in short, simple A bike, a cart and a wheelchair Primary Colours 2, e.g. on pages
texts on an increasing range have got wheels. Learners can also play ‘Think link’ to 26 and 27
of general range of general A crane and a windmill are tall. review new sets of vocabulary in
and some curricular topics; We can go in a sailing boat and a Primary Colours, e.g. on pages 26 and
4.4.1.1 plan, write and check cart. 27 A worksheet with the table
sentences with support on a We move scissors and some A battery-operated torch
range of basic personal, wheelchairs.
general and some curricular Accept all suggestions and translate
topics; any L1 used.
4.4.7.1 spell most familiar Explain they are all machines. Ask: Images of analogue clocks from
high-frequency words Are they fast or slow? internet
accurately when writing Activity 1 Activity 1
independently; (I, P, f) Learners use a table on the Prepare a worksheet with a table Primary Grammar Box Nixon and
4.5.5.1 use interrogative worksheet to categorise machines. headed: Slow machines. Across the Tomlinson (2010) p.71-72
pronouns who, what and Explain the meaning of motor. top and at the head of each column Primary Colours Pupil’s Book 2

82
where, how many, how Learners write the names of write:very slow, slow, sometimes fast, Hicks, D and Littlejohn, A. (CUP
much, how often, how big, machines in the first column and wind moves it, a motor moves it, we 2003) p. 55 and 59
what kind of to ask questions yes or no in the table. Compare the move it. Monitor learners as they
on growing range of familiar answers with a partner. Learners complete the chart and notice those
topics; write six sentences about the who may have difficulty
4.5.12.1 use adverbs of time machine for a partner to guess understanding the concept of a motor.
and frequency: sometimes, e.g. It’s very slow. The wind moves It’s acceptable to call the parts of the
often, always, never to it. It moves in the water. interior of a clock wheels rather than
indicate when and how Activity 2 gears at this level. http://www.timeanddate.com/time
often,begin to use simple (W)Project images of analogue /map interactive time zone map
adverbs of manner example clocks e.g. clocks on church towers, http://www.teach-
given well, badly,use in shopping malls, in train and bus this.com/images/resources/time-
common -ly manner adverbs stations, in school. Elicit ‘clock’ around-the-world.pdf pair-work
to describe actions example and why clocks are helpful. Explain information-gap activity
given slowly, quickly that clocks are machines. We wind http://learnenglishkids.britishcoun
up some clocks and some clocks cil.org/en/word-games/find-the-
have wheels or batteries inside pairs/time matching times with
them. Learners draw a clock they words
have at home and draw time on it.
Pin the pictures on the board and
talk about similarities and Primary Activity Box, Nixon and
differences between some clocks. Tomlinson (CUP 2001) p.51
Which rooms are the clocks in? Primary ColoursPupil’s Book 2
Activity 3 Hicks, D and Littlejohn, A. (CUP
(P) Learners look at Primary 2003) p.54
Colours, page 55 ex 2 and 3, then Primary Grammar Box, Nixon
page 59 ex 2 and 3. Learners take and Tomlinson (CUP 2003) p.72
turns to say times. Which clocks
have batteries in them? Which
times are hard to read?
Activity 4
(W, P) Project a time zone map
such as in the hyperlink. Ask
learners

83
e.g. What time is it in Almaty? What
time is it in London, Cape Town,
New York etc.
Explain how we calculate times
from London. In pairs learners use a Use Primary Grammar Box Nixon and
worksheet in the second hyperlink Tomlinson (2010) p.71-72 for pair-
to ask and answer: What time is it in work extension activity to practice
___? They complete the chart. was and were with days and places at
Activity 5 end of unit.
(I) Learners play the online
memory game in the third hyperlink
to match times with words.
Activity 6
(G, I, f) Learners look at cards from
page 51 in Primary Activity Box.
They match times with sentences
then order the two halves
chronologically. Follow up task:
learners interview a partner to find
out times when he/she does routines
and activities then write information
into three paragraphs: morning,
afternoon, evening.
Activity 7
(W, I)Introduce past times with
verb to be. Learners look at cards
from p.51. Say some time
problems: She does her homework
at 6.30. She was on the bus an hour
before. What time was it? (It was
5.30.) She arrives at school at 9.15.
Was she at home an hour before?
What time was it? (It was 8.15)
Learners read or reread Primary

84
 Colours p. 54 and write the
sentences with ‘was’.
Plenary
Learners are asked to list 3 things
they found out/learnt today
4.1.6.1 understand some Slow machines 2
specific information and Pre-learning Pre-learning
detail of short, supported talk (W) Learners may look out of the Use an image or separate images of
on an increasing range of window/go to the school's Playground Equipment which moves
general and some curricular playground to see the objects from from the Iinternet (swings, see-saws,
topics; the activity. roundabouts)
4.2.1.1 make basic Teacher asks learners to look Activity 1
statements which provide around and guess the topic of the Point out that some playground
information on an increasing lesson. equipment can be
range of general and some Learners look at the image(s) of a pushed and pulled, e.g. roundabout.
curricular topics; playground. Write on the board: Use images of simple machines e.g.
4.3.2.1 read and understand slide, swing, roundabout, see-saw. skates, rollerblades, skateboard,
with some support short Explain that these are simple child’s bike, rowing boat, clock, see-
simple fiction and non-fiction machines because they move. Do a saw, torch.
texts; tally of learners’ favourite piece of Project images of pulleys (focus on
4.4.5.1 link with some equipment. Pre-teach: up and down; window blinds), levers (focus on fork
support sentences using basic round and round; backwards; and scissors), wheels (focus on bike
coordinating connectors; forwards. Learners say which and fan) inclined plane (focus on
4.5.1.1 use singular nouns, movements each machine makes. child’s toy and roller coaster).
plural nouns – including Activity 1 Prepare a worksheet with matching
some common irregular (P) Demonstrate push and pull. task: draw or copy a window blind,
plural – and uncountable Concept check with Total Physical fork, pair of scissors, fan, bike, http://resources.hwb.wales.gov.uk
nouns, possessive ‘s/s’ to Response (TPR). In pairs, learners cooking knife and jar on left and /VTC/push_pull/eng/Introduction/
name, describe and label write which playground equipment words mixed up on right. Below write default.htm for interactive game:
things; they push and which they pull short sentences. Learners write the push/pull
4.5.6.1 use demonstrative e.g. We push swings. We push and word(s) defined e.g. It goes round: fan Primary ColoursPupil’s Book 2
pronouns this, these, that, pull roundabouts. We push see- and bike wheel. We cut with them: Hicks, D and Littlejohn, A. (CUP
those and object pronouns in saws. scissors and cooking knife. We pull 2003)
short statements, questions Learners use the first hyperlink to them down: window blinds. We open

85
and responses sort everyday objects into push and it: jar. We move food with it: fork.
pull. http://learnenglishkids.britishcoun
Which are machines? (bike, toy cil.org/en/short-stories/no-dogs
train) Learners look in Primary for story about a play park
Colours and find other objects:
things we push/pull; things that go Way Ahead 3 Pupil’s Book Mary
up/down; things that go Bowen, Printha Ellis
forward/backward/round. (MACMILLAN 2004) Pages
They write down page number and 17,23
write two or three sentences, e.g. Monitor how well learners match
On page 20 there’s a girl riding a objects and names and how well they
bike. She’s pushing her legs and the can understand definitions. http://kids.britannica.com/element
wheels go round and round. ary/art-89981/The-six-basic-
On page 54 Leo is pulling the door simple-machines-are-used-in-a-
and opening it. Activity 2 variety for examples of simple
Leaners play the game using the machines. Learners do not need to
pronouns and structure: Help learners notice the silent ‘c’ in know their names.
Push this/these swings/wheels. scissors. Explain some words in
Activity 2 English start with ‘sk’ and we sound
(W, I, P, f) Project a story about a the ‘k’. Elicit skate, ski, skip, skirt,
play park in the second hyperlink sky. Learners record in spelling books. Way Ahead 2 Pupil’s Book Mary
and learners say words they know: Bowen, PrinthaEllis
swing, slide, roundabout. Learners (MACMILLAN 2004) Pages 11-
design a playground with three 14
simple machines: one goes up and Select slides from the fifth hyperlink
down, one goes round and round; showing a child’s mouth with 20 teeth
one goes backwards and forwards. and an adult’s with 32. Learners don’t Worksheet for matching and
They write a short description about need to know the technical guess the definition task
the playground. With a partner, Names but encourage them to learn
look at each other’s work and take the verbs for their purpose: cut; tear;
turns to ask and answer: chew. http://www.childrensuniversity.m
How do/does this/that/these go? In anchester.ac.uk/interactives/scienc
my playground, this goes up and Teacher prepares the list of words e/teethandeating/typesofteeth
down/that goes round and from the lesson including the words of http://www.bbc.co.uk/schools/scie
nceclips/teachersresources/ages7_

86
 round/these go backwards and the previous unit. Learners should find 8/tr_ages7_8.shtml worksheet
forwards. the words of this lesson and tick them with teeth
Activity 3 for images of children’s and
(W) Brainstorm words about what’s adult’s teeth
in a kitchen e.g. cooker, fridge. Add http://www.bbc.co.uk/schools/scie
toaster, scissors, cooking knife, jar. nceclips/teachersresources/ages7_
Which are machines? Learners 8/tr_ages7_8.shtml
mime how to open a jar; put a worksheet with teeth
toaster on; open a fridge door; cut
some carrots. Explain we need help spelling notebooks
to move them. Learners look at
pictures of simple machines in the
third hyperlink.
Activity 4
(I, f) Hand out worksheets and
learners match seven familiar Activity 4
examples of simple machines they
have at home with their drawings: The teacher develops a worksheet and
e.g window blinds; fork and includes singular/plural/ irregular
scissors; fan and bike; jar, cooking uncountable nouns, possessive ‘s/s’
knife. Learners do matching activity (knife-knives, tooth- teeth, scissors,
on the worksheets then read the slide-slides, swing-swings,
short definitions and write the roundabout-roundabouts, see-saw-
objects. see-saws) to practice and check usage
Activity 5 and writing, because these words can
(f) Hand out worksheets and cause problems to remember and use.
learners write appropriate forms of The task can be assessed formally by
the nouns that they learned at the the learners themselves, through peer
previous lessons. assessment or by the teacher. The
Plenary number of words can be limited. The
Spot the missing words in cloze task should cover the objective. worksheet on singular/plural/
summary of learning. irregular uncountable nouns,
possessive ‘s/s’
4.1.5.1 identify initial, middle Fast machines 1 Pre-learning https://www.youtube.com/watch?

87
and final phonemes and Pre-learning The song has a simple, catchy tune v=U8v16WEVszM
blends; (W) Play the song from the first which is easy to remember. Play it for song about transport
4.2.4.1 respond to questions hyperlink. Learners tell you slow more than once and encourage http://bussongs.com/songs/over-
on an increasing range of then fast transport. Explain the red learners to sing along. the-mountains.php
general and some curricular car is called a ‘four by four’. Images of funfair machines
topics; http://learnenglishkids.britishcoun
4.2.7.1 contribute a growing Activity 1 Activity 1 cil.org/en/grammar-
range of suitable words, (W)Project the images of machines Explain the machines in a fun fair are games/comparatives-and-
phrases, and sentences in a funfair from the Internet. faster than those in a play park superlatives nine out of ten are
including giving opinions Learners decide which machines are because they use motors and comparative forms related to
during short pair, group and slow and which are fast. Compose a computers. animals
whole class exchanges; class funfair song to tune of one in Spelling notebooks
4.3.1.1 recognise, identify hyperlink and use present Recommended readers on the
and sound with support a continuous, e.g. Activity 2 topic of machines and robots:
growing range of language at We’re riding on the wheel (x2). Model two or three comparative Project X Stage 4 Toys and
text level; We’re flying up and down (x2). sentences before learners produce Games (5 books) Oxford (2009)
4.4.2.1 begin to use joined-up We’re driving in fast cars (x 2). them. Monitor to see which adjectives Project X Stage 5 Flight (5 books)
handwriting in a limited Up in the fun fair, up in the air. We cause any difficulties. Highlight the Oxford (2009)
range of written work; can see people everywhere! double consonant in bigger. Ask
4.5.3.1 use adjectives, Activity 2 learners how to spell: sadder, thinner.
including possessive (W, I) Elicit or pre-teach adjectives: Learners record in spelling notebooks
adjectives, on a growing big, small; long, short; fast, slow; Worksheet for electronic gadgets
range of general and some high, low. Ask: Which is bigger, a Activity 3
curricular topics to describe play park or a funfair? Which has Can display pictures of funfair and
things, use simple one- higher machines? Which has slower playpark machines to make it easier
syllable and some two- swings? etc. Learners compare for kids to compare and make up
syllable adjectives machines in a play park with those sentences.
[comparative and superlative] in a fun fair orally, e.g. The swing
to make comparisons; in a play park is slower than a
4.5.14.1use prepositions of swing in a funfair. The swing in a
location, position and play park is lower than a swing in
direction: at, in, on, behind, the fun fair. The roundabout in a
between, in front of, near, play park is smaller than the
next to, opposite, above, up, roundabout in a funfair. They then

88
down, on the right, on the write three or four sentences.
left,use prepositions of time: Activity 3
in, on, at, before, after, (W) Project the images of
use with/without to indicate electronic gadgets from the internet: Explain adjectives ending in ‘y’
accompaniment with for computer, mobile phone, games change the ‘y’ to ‘i’ then add –er.
instrument and for to indicate console, printer, mp3 player, iPod,
recipient iPad, e-reader, remote control-cars.
Ask: Are they small or big
machines? Are these fast or slow
machines? Are they with wheels or
without them? Ask learners why.
(They’re electronic.)
Activity 4 Activity 4
(P) Learners work out problems on Make a worksheet with six family
a worksheet and decide which problems. Learners work out which
machine can help e.g. Dad: I want electronic machine can help family
to print an email with this machine. members.
Mum: I want to read my favourite
book on this machine.
Grandmother: I want to take a Ask learners to choose a machine.
photo of my friends and send it to
them with this machine.

Plenary
Take one minute to compose one
statement about the machine you
like. Explain: why?
4.2.4.1respond to questions Fast machines 2
on an increasing range of Pre-learning Pre-learning
general and some curricular (W, P) Learners brainstorm fast Primary ColoursPupil’s Book 2
topics; machines they know. Record the Be prepared to have images of fast Hicks, D and Littlejohn, A. (CUP
4.2.6.1take turns when ideas on the board and, if necessary, machines to show learners. A Teacher 2003) all, and then pages 48 – 49.
speaking with others in a add racing bike, motorbike, car, Way Ahead 2 Pupil’s Book Mary
growing range of short, basic high-speed train, speedboat, plane, Bowen, Printha Ellis

89
exchanges; rocket. (MACMILLAN 2004) Page 74
4.4.4.1 write with support a Activity 1
sequence of short sentences Learners in pairs use Primary Activity 1 Images of fast transport
in a paragraph to give basic Colours Pupil’s Book to locate any
personal information; machines they think are fast and The teacher can follow the suggested https://www.google.com/search?biw
4.4.7.1 spell most familiar note page numbers. A learner looks link: prepare a worksheet or a slide =1240&bih=588&tbm=isch&sa=1&e
high-frequency words through pages 4 and 33, B learner with both slow and fast machines to i=6tAAXYmhNozD6ASH_qHACg&
accurately when writing looks through pages 34 and 63. identify them, describe and compare q=pictures+clipart+types+of+fast+ve
independently; Pairs then tell each other: different machines. The learners can hicles&oq=pictures+clipart+types+of
+fast+vehicles&gs_l=img.12...27909
4.5.3.1use adjectives, e.g. A: On page 31 there’s a space practice asking and answering .32191..34716...0.0..0.162.1293.0j9...
including possessive rocket. questions working in pairs or small ...0....1..gws-wiz-
adjectives, on a growing B: On page 48 there’s a motorbike. groups. img.8HliiK6l1MM#imgdii=zxJSv5z
range of general and some Activity 2 vzgrOSM:&imgrc=9YU6IwG8Ye2u
curricular topics to describe (W, f) Project images of a police 9M:
things, use simple one- car, fire engine and ambulance.
syllable and some two- Why do these have to go fast?
syllable adjectives Write an example on the board as a Activity 2
[comparative and superlative] model:
to make comparisons; e.g. A police car has to go fast
4.5.13.1use can to make because policemen have to catch Have ready images of emergency Images of emergency vehicles
requests and ask permission, bad people. vehicles from different countries. from around the world
use must/mustn’t/have to to Learners write three sentences then Primary Colours, page 48-49
talk about obligation, use compare with a partner. Learners Remind learners when we use have to
have + object + infinitive to look at Primary Colours, page 48- and must (obligation – job, school;
talk about obligations; 49 and think when emergency obligation – self) then use sentences to
4.5.16.1 use conjunctions vehicles must go slowly and assess understanding of the verb
and, or, but, because to link mustn’t drive fast, forms.
words and phrases e.g.Fire engines must go slowly at Activity 3
traffic lights. They mustn’t go fast Monitor learners as they underline Primary Grammar Box, p 47
at the crossing. machines, adjectives and prepositions.
Learners write three sentences Note those who are quick at the task
about police cars, fire engines and and those who find it challenging.
ambulances using must/mustn’t. Support those who need help in a Primary Grammar Box Nixon and
Activity 3 separate group. Tomlinson, (2003) CUP p.47

90
(W) If possible, project images of
emergency vehicles from three
different countries and learners Activity 4 Primary Grammar Box Nixon and
compare and contrast them, Make a ‘grammargram’ similar to that Tomlinson, (2003) CUP p.76
e.g In Germany police cars have in Primary Grammar Box, p. 76 Head
got __ but in Japan they’ve got__. the columns: noun (machines)
In Germany and Japan police cars adjectives: preposition + noun.
are _____. Learners use this to analyse the
Activity 4 underlined words in the text they read
(W) Learners look at Primary and write into correct boxes.
Grammar Box, p 47. Read
descriptions of five objects and
learners guess what they are, e.g. Use the grammargram as a means of
They’re on a machine. They can go assessing learners’ understanding of
fast and slow. They’re the part that topic vocabulary (machines)
goes round and round. (helicopter adjectives and prepositions.
blades)
(I, f)Learners read the text. They
use three colored pencils and Activity 5
underline Use learners’ texts as a means of
e.g. red: machines; blue adjectives; assessing sentence-level accuracy; use
green prepositions. of adjectives and prepositions;
Compare with a partner. Complete creativity.
the ‘grammargram’ on a worksheet.
Answer the questions below the
text in the book. Compare answers
with a different partner.
Activity 5
(I, f) Learners write a short text
describing their fast machine. Write
on the board for support:
Paragraph 1: What’s your Secret
Agent Number? What does your
machine look like? What is on the

91
 outside of the machine?
Paragraph 2: What can the machine
do? Where can it go?
Paragraph 3: What’s inside the
machine? What can it do? What
does it not have? Draw the
machine below the text and label it.
Plenary
(W,I,f)A learner reads the text and
the group listen to it and may
comment on the writing. They may
develop assessment criteria together
and use the table as a prompt to
assess and speak.
4.1.8.1 understand short, Robots 1 Pre – learning
supported narratives on an Pre – learning
increasing range of general (I, f) Learners draw a robot then pin Start by finding out what learners Images of robots from internet,
and some curricular topics; it up on the classroom wall. know about robots. By looking at their e.g.
4.4.8.1 to include appropriate Learners write five sentences to pictures and descriptions you can find http://www.sciencekids.co.nz/scie
use of full stops and question describe their robot: out robot stereotypes. After the task, ncefacts/technology/typesofrobots
marks, at sentence level with e.g. This robot is _______ [adj]. It’s explain robots have many shapes, .html
some accuracy when writing got a/an/some _____. It has ____ sizes and purposes. Primary Colours Pupil’s Book 2
independently; [number] ____(s) [body part]. It Hicks, D and Littlejohn, A. (CUP
4.5.4.1 use determiners a, an, doesn’t have any ____s [body part]. Provide learners who need help a list 2003) front and back cover
the, zero article, some, any, In the picture it’s ____ing. of verbs for actions the robot can do, http://learnenglishkids.britishcoun
this, these, that, those to refer Activity 1 e.g. make, see, clean, open, test, pick cil.org/en/make-your-own/style-
to things on a growing range (W) Project the images of robots up, carry, help, move, understand, hero create a hero
of general and some from the internet. Do any look like speak. Use sentences pairs write to
curricular topics; the robots the learners drew? assess how accurately they can Robo-Rex, Project X (2009)
4.5.11.1 use has got/have got What’s the same and what’s communicate ideas. Oxford
there is/are statement, different? Learners take turns to Tell learners it’s a good habit to
negative, question forms walk and speak like a robot. reread stories as they can improve Way Ahead 2 Pupil’s Book Mary
including short and full Activity 2 their reading speed and they can look Bowen, Printha Ellis
answers and contractions; (P, f, I) Learners look at the robot for key words more quickly. (MACMILLAN 2004) Page 62

92
4.5.14.1 use prepositions of on the front cover of Primary
location, position and Colours and with a partner, discuss https://www.youtube.com/watch?
direction: at, in, on, behind, then write six things the robot can v=UuPAImipntw video about
between, in front of, near, do. When finished, learners sit in a Activity 2 robots
next to, opposite, above, up, circle next to the partner and take
down, on the right, on the turns to read sentences. Write on The teacher can use a video about video for retelling the story Robo-
left, use prepositions of time: board: was, wasn’t, went, played, Robo-Rex to tell the story and say Rex
in, on, at, before, after, use saw, watched. Learners write six what it can do. The worksheets with https://www.youtube.com/watch?
with/without to indicate sentences about what robot did words, verbs to be used in the Past v=fSByydx1JdU
accompaniment with for yesterday. They read or reread Simple (regular/irregular) and
instrument and for to indicate pages 54 and 58 in Primary Colours prepositions should be developed
recipient and write down the sentences in the according to the video.
speech bubbles with past tense Provide learners with a word bank for
verbs. retelling the story of Robo-Rex: was,
Activity 3 had, turned on, pushed, jumped, hid,
(I, f) Learners look at Adventure fell over, turned off.
Car on the back cover of Primary Use the final activity as assessment of
Colours then draw a means of what learned during the unit.
transport for their robot. Decide: Can learners describe a robot? say
Does the machine go in water / on where it can go? say what a robot can
land / through the air? What can and can’t do? say what’s outside and
the machine do? What’s outside it inside of it?
and what’s inside it? Use
prepositions to describe the location
of gadgets: in, on, behind, between,
in front of, near, next to, on, under
Activity 4
(W)Learners listen to the teacher Learners complete can-do statements
reading Robo-Rex Project X Stage 4 after designing their robo-dinosaur
and answer: What kind of robot is (well, yes, I need some help).
it? Who is in the story? What I can describe a robot.
happens to Robo-Rex when Tiger I can say/write where the robot can
pushes the button on his watch? go.
Why is Tiger afraid? What does I can say/write what it can do.

93
 Tiger do? What happens to Robo- I can say write what it can’t do.
Rex and what happens to Tiger? I can say/write what’s inside it.
Or the learners can watch a video I can say/write what’s outside it.
and answer the questions based on I can use full stops.
it.
Learners recount story orally as a
class then individually in writing.
Plenary
(G, f) Learners in threes design a
fast robo-dinosaur. They agree on
which dinosaur, which material:
metal, glass, plastic; size; where to
put the button to turn it on and off;
what happens to robo-dinosaur –
does it become very big or very
small? After agreeing, learners
draw and label the robo-dinosaur
and write a description of it.

4.1.8.1 understand short, Robots 2 Pre-learning

supported narratives on an Pre-learning Copy the instructions about how to Making things that fly. Project X
increasing range of general Teacher thinks of a plane. Everyone make a paper plane and how to make Stage 5 (2009) Oxford
and some curricular topics; takes turns asking yes/no questions a roo-copter on a worksheet. http://learnenglishkids.britishcoun
4.3.2.1 read and understand until someone can guess correctly If hand fans are easily available, cil.org/en/make-your-own/style-
with some support short (or until 20 questions are asked). learners can make the micro-copter as hero for ideas about what a robot
simple fiction and non-fiction The difficult part is that you cannot well. can wear
texts; ask "wh" questions! Monitor how well learners can http://learnenglishkids.britishcoun
4.3.4.1 find with support Example: PLANE. Does it talk? No. identify imperative verbs in cil.org/en/word-games/find-the-
books, worksheets and other Is it big? Yes. Do you eat it? No. instructions. definition/gadgets for ideas about
print materials in a class or Etc... Remind learners about Robo-Rex in gadgets for a robot
school library according to If someone makes a mistake in Project X book to help less able
classification; forming the question, other club learners think of ideas. http://www.freeforkids.com/histor
4.3.6.1 understand with some members can help to turn it into a y-of-inventions-game.shtml for
support some specific proper question Activity 1 blank game template - see second

94
information and detail in Activity 1 Monitor how well learners can make on page
short, simple texts on a (W, I, f) Learners say things that requests and invite in writing and
growing range of general and fly: birds, insects, planes. Show orally. Primary ColoursPupil’s Book 2
some curricular topics; images of a helicopter and a Give learners stiff paper to make their Hicks, D and Littlejohn, A. (CUP
4.4.5.1 link with some microscope and say names. robot game or make a blank template 2003) p.63
support sentences using basic Learners predict what a micro- for them to complete. See the third
coordinating connectors; copter is, then listen to explanation. hyperlink and change the title. Explain
4.5.13.1 use can to make Learners listen to Making things the questions the robot asks don’t
requests and ask permission, that fly then follow instructions on have to be about time. Use the game
use must/mustn’t/have to to a worksheet about how to make a as a way of assessing how well
talk about obligation, use paper plane. Learners say how they learners can write questions accurately
have + object + infinitive to know these are instructions: and how well they can work together.
talk about obligations; instructions have: things they need; Notice how much progress they have
4.5.15.1 use would you like steps in order; imperative verbs. made since they made a game in the
to to invite and use Learners underline imperatives. first term.
appropriate responses yes Repeat procedure with instructions
please, no thanks, use let’s + for a roo-copter.
verb, verbs go enjoy like + Activity 2
verb + ing, begin use (I) Learners create a robot that can
infinitive of purpose to fly. They plan and make notes
describe simple actions and about the robot they’ll create: size,
verbs want, start + infinitive, shape, appearance, abilities, likes,
use declarative what [a/an] + where it goes, what it needs. Decide
adjective + noun to show on a name.
feelings Activity 3
(I) Learners play a game in the first
hyperlink to look at ideas about
what robots can wear.
Activity 4
(P) Learners brainstorm ideas for a As this is the last lesson in the 4th
small machine a robot can have. grade learners revise some words that
They look at ideas in the second they`ve learnt this year.
hyperlink then agree on two. They
write definitions of machines, e.g. Make sure that every learner takes a

95
The robot can use this to listen to a robot.
computer/read secret codes/travel
fast/ take photos/pick up things.
Activity 5
(I, P, f) Learners write three speech
bubbles for a robot to say: Can I
have a/an/some _____please? Can
you _______? Would you like to
_____? They role play two robots
and take turns asking and answering
the questions.
Activity 6
(I, W) Learners choose a person in
the class whom they would like to
give their robot. On the back, they
write what they wish him/her using
active vocabulary covered in the 4th
grade.
Plenary
Learners stand or sit (teacher`s
choice) in a circle and present the
robots to each other.

96
97
Suggested vocabulary list
Unit Active words Structures\patterns Passive words and phrases

Unit 1: card games n I really like ___. a clock

Kazakhsta a quiz n I like ___. a duck
n in the a twister n I don’t like ____. a back
World of chess n I play ___ well. a neck
Sport a hare n I play ____ badly. a jacket
a tortoise n I often play ________. a pen
a race n I always play a pencil
quick adj __________ with my a ruler
slow adj friends. a rubber
to start v It’s next to/between/in a book
to finish v front of/behind … a glove
quickly adv an egg
slowly adv sweet
loudly adv a toy
quietly adv a drink
food
animals
clothes
hobbies
Who likes stories?
Who likes stories about
animals?
Can animals speak in stories?
Which animals are in stories?
pigs
a wolf
a frog
a chicken
a dragon
Unit 2: ugly adj I like / don’t like an ogre
Values in scary adj listening to stories. big
Myths and a dragon n I like / don’t like reading small
Legends a forest n stories. fat
a countryside n I enjoy / don’t enjoy thin
writing stories. clean
I enjoy / don’t enjoy dirty
acting out stories. straight
like/enjoy + _ing? curly
This is my magic carpet. strong
It’s [colour] and [colour]. weak
It’s got [shape] and good
[shape] on it. naughty
This dragon has got
_____ ____ and _______
______.
It’s got (number) (body
parts) and (number)
(body parts).

98
 It can ____ but it can’t
______.
I would like to ______
(play
with/help/meet/make
friends with) my dragon.
I give my dragon a
(toy/book/robot etc).
Unit 3: a purse n Is there a __? a key
Treasure jewels n (pl) Is there any __? a coin
and gold n, adj Are there any__? a small box
Heritage a skull n I think there is _______. a photo
buried treasure move up/down trees
a parrot n left/right a mountain
a bridge n one/two/three squares rocks
a cave n a shell and a ring a small house
a beach n some gold coins a hat
a pirate n some jewels an elephant
empty adj an island
a lorry n a gate
a lesson n a hill
a mirror n a tree
a rubber n a tower
rubber adj a wall
a letter n
a treasure chest n
Unit 4: surprised adj These are Arsen’s hands a TV
Professions angry adj . …because I want to go a head
and Ways sorry adj to ____ / because I like a face
of afraid adj ___ / because I can __ / an eye
Communic tired adj because I’ve got___. an ear
ation lips n (pl) Yes, I’m __. Oh no! a nose
a thumb n I’m __. a mouth
knees n (pl) Er, I don’t know. a tooth/teeth
a language n I understand/ say/ read/ hair
to communicate v write some words and a body
a cell phone n sentences about body shoulders
a CD Player n language. a leg
an mp3 player n Who do you a foot/feet
a word processor n communicate with? an arm
a tablet n I communicate with boys a hand
a game console n and girls. a finger
a digital watch adj+ n I think Leo is surprised. colour and shape
In picture 3 the adventure animals
car has got a computer. food and drink
In picture 4 there’s a places
button. a transport
It says start. hobbies and sport
Nice to meet you
I’m from …
I can speak …
I’m a student at _____school.

99
 Sh, I can’t hear.
Over there
Take it
Unit 5: a volcano n Today, are you wearing ring
HotandCol magma n clothes for hot weather or vroom
d a vent n cold weather? beep
a crater n I’m sad when I have a rumble
ash n stomach-ache. roar
lava n There’s a lot of different whoosh
weather around the world crackle
today. crash
She’s got a sweater but (sounds)
she isn’t wearing a hat.
Unit 6: cold n In winter I sometimes mammals
Healthy cough n have a cold. reptiles
World earache n We rest when we camp in insects
headache n a tent and read books. a banana skin
stomachache n It lives for___ years. a sweet paper
backache n We can recycle paper, a crisp packet
toothache n plastic and cloth in our a glass bottle
medicine n work. a drink can
a dentist n I’m cold. a drink box
to eat well n I’m sick. an old magazine
a bin n I’m tired. an empty yoghurt pot
a rubbish n I’m thirsty. an old T-shirt
litter n plastic and metal
Unit 7: an alien n I think the ____ is a volcano
Journey space n surprising. an astronaut
into Space bright adj It’s a/an ___ (adjective) a planet
natural adj alien. the Earth
a feature n It likes _______ing ____ the Mercury
a habitat n but doesn’t like _______. the Venus
an ordinal number adj+n It would like to _______ the Mars
a numeral n or to _______. the Jupiter
I like the _____ and I the Saturn
really like the _____. the Uranus
Natural features . the Sun
the Moon
hot
sad
happy
surprised
tired
Unit 8: a crane n We push and pull a bike
Machines a wheelbarrow n roundabouts a motormovesit
a cart n In Germany, police cars up and down
a windmill n have got __ but in Japan round and round
a wheelchair n they’ve got__. backwards
sunrise n forwards
daylight n How do/does this/that/these
to slide v go?
a swing n In my playground, this goes

100
a roundabout n up and down/that goes round
roundabout adj and round/these go
a see-saw n backwards and forwards
to test v a roto-copter
to pick up v to push
to carry v to pull

101
Short-term plan

Lesson plan template

When beginning to plan, refer to the medium term plan above.
Your lesson plans should be developed from this template, making anynecessaryadjustments in accordance with recent
teaching and learning as well as language level of the definite class.

Long-term plan unit: 6 Healthy world School:

Date: Teacher’s name:
Grade: 4 Number present: Number absent:
Topic of the lesson: Recycling
Learning 4.1.5.1 identify initial, middle and final phonemes and blends;
objectives(s) that 4.2.5.1 pronounce an increasing range of words, short phrases and
this lesson is simple sentences intelligibly;
contributing to 4.2.7.1 contribute a growing range of suitable words, phrases, and
sentences during short pair, group and whole class exchanges;
4.3.5.1 understand the main points of short simple texts on a growing
range general and some curricular topics by using contextual clues;
4.5.8.1 use imperative forms [positive and negative] to give short
instructions on a growing range of familiar topics
Lesson objectives All learners will be able to:
Listen to and understand a poem using contextual clues.
Read and understand the main points of the poem.
Pronounce familiar words and short phrases in a poem intelligibly when
reading aloud
Most learners will be able to:
Enjoy listening to and saying a poem.
Identify topic vocabulary, sound words, and imperative forms
Read a poem aloud with confidence.
Evaluate how well they can listen to, say and read a poem.
Some learners will be able to:
Memorise parts of a poem during the lesson.
Read the poem fluently and with expression.
Assessment criteria Learners have met the learning objective (4.S5) if they can:
Pronounce familiar words and short phrases in a poem intelligibly when
reading aloud
Value links Respect

Cross curricular Ecology, recycling

links
ICT skills Using videos

Previous learning Learners will have talked about how to keep their classroom clean, they
are familiar with some vocabulary related to recycling and have read a
chant.
Lesson plan

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 Time Planned activities Resources

Beginning Pre-learning
5-7 min (D, W) Teacher brings into class: a used drink Realia: used drink can,
can, old plastic bag, large cardboard bag, broken plastic bag, cardboard bag,
toy, used paper and puts items on floor. Teacher broken toy, paper litter.
points to can, bag and broken toy, holds up flash Flashcards with words:
cards and says words. Learners repeat. Explain can, bag, broken toy, litter,
these are old things. We call them rubbish. rubbish
Teacher points to used paper and repeats Realia from the first
procedure. Explain old paper is calledlitter. activity
Learners look at flash cards and repeat words,
pointing to items.
(D, W) Teacher demonstrates:
1. Picks up old drink can saying, ‘Pick it up’
2. Stamps down paper saying, ‘Stamp it down’
3. Flattens plastic bag saying, ‘Push it nice and
flat.’
4. Tears cardboard bag, in half saying, ‘Break it
up.’
5. Crushes can saying, ‘Mangle it.’
(D, P) Teacher repeats each command and
action. Learners in pairs take turns to say
commands and partner mimes actions.
Middle “Rubbish, rubbish everywhere” Copy of poem, ‘Rubbish,
28-30 min (D, W) Teacher writes ‘Rubbish, rubbish rubbish everywhere’ from
everywhere’ on the board and says it’s the name http://education.scholastic.
of a poem. Learners listen to teacher reading the co.uk/resources/111345
poem, miming actions and exaggerating Flash cards: softly, loudly,
onomatopoeic vocabulary: crunch, whirr, splat. slowly, quickly
NOTE: Repeat and pause at end of some lines so Worksheet with printed
learners can join in. copy of poem for each
Learners say crunch, whirr, splat. Hold up learner. Four different
flashcards with softly, loudly, slowly, quickly and coloured pencils for each
learners respond by saying sounds in four learner.
different ways.
(W, I) Learners look at poem on worksheet and Scan and project poem on
follow lines as teacher reads. Ask learners why interactive whiteboard.
SPLAT is in capital letters. (to say it loudly). Enlarged copy of poem
Learners use: with 14 lines cut up and
red pencil to circle rubbish, litter, cans, bags, numbered 1-14 at start of
broken toys, paper; each line.
blue pencil to circle crunch, whirr, SPLAT;
orange pencil to circle rhyming words:
around/ground; flat/SPLAT; day/away;
green pencil to circle imperatives: Pick, Stamp,
Push, Break, Mangle, Take, Clear, Clean,
Recycle.
(D, W) Teacher explains we say these verbs
loudly. Learners repeat the poem as a whole
class.
(W) Learners stand up and read poem aloud from

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 text on interactive whiteboard, miming actions
and saying sounds expressively.
(D, W) Teacher writes ALL beside the words
rubbish, rubbish everywhere; Crunch, whirr,
SPLAT; Recycle it away.
Teacher hands out remaining 11 cut-up lines and
gives one to individuals or pairs of learners.
Teacher explains that when she points to lines on
board, ALL = class says the line together, 2 =
learner with line 2 reads it, 3 = learner with line 3
reads it etc.
Learners read, miming actions, exaggerating
sounds and saying imperatives loudly. Learners
repeat. Teacher praises effort.
End Plenary
5 min (W, I) Teacher takes the whole class feedback. Evaluation worksheet
Find out which are the most popular words and
write on the board.
Additional information
Differentiation – how do you Assessment – how are you
plan to give more support? planning to check learners’ Health and safety check
How do you plan to challenge learning?
Morethesupport can learners?
more able be given by Walking around and listening ● Work with the
ensuring less-confident readers to learners as they read the SMART board not
say lines of poem aloud with a poem aloud. Noting which more than 10 minutes
partner. They can write three learners can remember many ● Monitor classroom
words they like in the poem. words, some words, a few and space when students
More able learners can write hardly any. start moving around
and/or read aloud the longer lines Monitoring learners as they ● Make short breaks
in poem, and think of more circle words on worksheet: can while writing
rhyming words to add to the they identify topic vocabulary,  Use water based
three sets. Write 8 words they sounds and imperative verbs? markers
like in the evaluation.
Reflection Use the space below to reflect on your lesson. Answer
Were the lesson the most relevant questions from the box on the left
objectives/Learning objectives about your lesson.
realistic?
What did the learners learn
today?
What was the learning
atmosphere like?
Did my planned differentiation
work well?
Did I stick to timings? What
changes did make from my plan
and why?

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Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my
next lesson?

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