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1. Long term plan: Unit 4 My pets
Lesson39: Consolidation
School: gymnasium №32
Date: 31.01 Teacher name: Akkenzhina Assem
Class: 1 в
Learning objectives(s)
that this lessonis
contributing to
1.S3 pronounce familiar words and expressions intelligibly
1.S5 use words in short exchanges
1.L1 recognise short basic instructions for a limited range of
classroom routines spoken slowly and distinctly
1.L3 recognise with support common names and names of places;
recognise the spoken form of a limited range of everyday and
classroom words
Lessonobjectives All learners will be able to:
 Pronounce the words
 Sing
 Understand and follow instructions
Most learners will be able to:
 name the animals
 Point to the pictures
 Read
 Describe the animals
 Distinguish bigsmall
Some learners will be able to:
 Act out the story
 write
Previous learning Consolidate the language of the module
Language objectives Key words: consolidation
Class expressions: consolidation
Plan
Planned
timings
Planned activities (replace the notes below with
your planned activities)
Resources
5 minutes GREETINGS:
Hello,hello,hello Hello,hello,hello
Hello,hello,hello Hello,hello,hello
Hello,hello,hello Hello,hello,hello
I am Sue. I am Jack.
T:- Hello children!
P:- Hello teacher!
T: -Take your seat! Is everybody here?
Pictures of the pets
CD1 (Track 45)

2. P: -Everybody is here! or … is absent
BIGINNING THE LESSON:
(Activities to consolidate the language of the module.)
Hold up the pets pictures. Point to the animals one at
a time,sometimes naming them and sometimes giving
the wrong word. The pupils say yes or no.
e.g. Teacher: (pointing to the rabbit) It is a rabbit.
Class: Yes.etc
Play the My Pets song from the previous lesson. song.
Encourage the pupils to sing along.
Middle
30
minutes
PRACTICE:
(Activities to consolidate the language of the module.)
Before going into class
Put the animals toys:big tortoise,big rabbit,small
rabbit, small dog, big dog, small mouse on the table.
Attach the stickers ‘’big’’ and ‘’small’’ on the
blackboard.
Refer the pupils to the animals toys. The pupils take
one sticker and attach correctly on the one animal toy.
e.g. Pupil: There’s a big tortoise.
Teacher: Well done!
Let’s play! “What is in the bag?”
Explain the game.Ask individual pupils to put their
hand in the feely bag and feel an animal. Before heshe
must be blindfold.
e.g.Teacher: - What’s this?
Pupil: - It’s a cat.
Teacher: - Is shehe right?
Pupil: - Yes No
The task “ on the table”
Before going into class
Put the pictures of the table, chair, TV and bed on the
blackboard.
Ask the pupil put correctly the picture of the animal.
e.g. Teacher: - There’s a rabbit on the table.
(pupil take out the rabbit picture and put
it on the table picture)
Do exercise.
Pupils stand up and do exercise.
Stand up Go, go, go
Hands up, hands down One, two,three
And sit down One, two
Stand up hands up One, two, three
Clap, clap, clap Stop
Hands down Turn around
Jump, jump,jump Dance,dance,,dance
Jump jump,jump Dance, dance, dance
Pictures of the
pets.picture
furniture, animal
toys, posre of the
crossword
,stickers, feel bag
fruit toys, hats

3. Stop Stop
Turn around Turn around
Jump, jump,jump Dance, dance, dance
Jump jump,jump Dance, dance, dance
Stop Stop
Turn around Turn around
The task “ My secret pet”
Explain the task. Pupils must write crossword. And the
last they guess my secret pet what animal I have?
1 cat
2 mouse
3 parrot
4 rabbit
5 dog
6 i
7 fish
8 spider
I’ ve got a pet. It’s a tortoise.
Listen and read.
Set the scene by asking the pupils questions about what
they can see in the pictures.
e/g.Tracher: (pointing to the animals in picture 1)What
pets are there in the magic school?
Class: Rabbts, birds, a cat, a frog, a tortoise and a
dog!
Teacher: Yes!
Extension activity (Optional)
For weaker pupils: Pupils hold upcorrectly the cutouts.
For stronger pupils: Some pupils act out the diologue.
End
10 minutes
ENDING THE LESSON:
(An activity to consolidate the language of the lesson.)
Tell the pupils they are going to play a game called
Chinese Whispers. Whisper an animal. Ask him her to
whisper the same word to hisher partner, who then
whispers it to the next pupil, etc Ask last pupil to call
out the animal. Check if it is the correct one. Repeat the
procedure as many times as you think is necessary.
Sing the “Where’s the rabbit?” song!Play the song
from the previous lesson. The pupils sing along.
AUDIOSCRIPT
Where’s the rabbit?
Look around!
Look around!
Look around!
Is it white or is it brown?
The pupils sing the song ‘’Goodbye’’
GoodbyeJack and Sue.
GoodbyeJack.
GoodbyeSue.
CD 1 (Track 51)

4. GoodbyeJack and Sue.
GoodbyeJack and Sue.
Additional information
Differentiation – how do you
plan to give more support?
How do you plan to
challenge the more able
learners?
Assessment – how are you
planning to check learners’
learning?
Cross-curricular links
Health and safety check
ICT links
Values links
For weaker classes: Ask
the pupils to takeout their
story cutouts. Ask them to
shuffle them. Play the
diologue for the first frame.
Ask the pupils to show you
the corresponding cutout.
Repeat with the rest of the
diologue.
For stronger classes:
select a short exchange
from the dialogue for the
pupils to act out in pairs.
Allow them some time to
rehearse their exchanges.
Encourage them t o come
to the front and perform
their exchanges.
 claps
 smiles stickers
Thinking skills
Motor skills
Cross curricular links:
Music
PE
Reflection
Were the lesson
objectives/learning
objectives
realistic?
What did the
learners learn
Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson.
The lesson objectives were realistic.
The pupils consolidated the themes pets and adjectives big small.

5. today?
What was the
learning
atmosphere like?
Did my planned
differentiation
work well?
Did I stick to
timings? What
changes did I make
from my plan and
why?
The atmosphere of learning was positive.
My planned differentiation work well.
I sticked to timings.
To praise them more often so that they are more confident.
Summary evaluation
What two things went really well (consider both teaching and learning)?
1: The pupils played the game well. All pupils whispered the same words.
2: The pupils correctly took out their story cutouts and they good act out the diologue
What have I learned from this lesson about the class or individuals that will inform my next
lesson?
I have learned that the pupils of this class can very free to behave.