LESSON: Greetings.  School:
Date: Teacher name:
CLASS: 1 Number present: absent:
Learning objectives(s) that this lesson is contributing to 1.L3    recognise with support simple greetings

recognise the spoken form of a limited range of basic and everyday classroom words

 1.S3  pronounce basic words and expressions intelligibly

1.S1  make basic personal statements and simple statements about objects

1.UE2 use cardinal numbers 1-10 to count

1.L1 recognise short instructions for basic classroom routines spoken slowly and distinctly

Lesson objectives All learners will be able to:
·         Pronounce the numbers

·         Recognize simple greetings

·         Recognize Teacher’s instructions

Most learners will be able to:
·         recognise and name numbers

·         Point the numbers

·         Count

Some learners will be able to:

 

 

·         recognise and count from 1 to 10 without mistakes
Previous learning  
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
10  minutes

 

 

 

 

 

ORGANISATION MOMENT: (BT: apply)

T. invites learners to stand in a circle and to greet each other, to ask & answer the questions:

What is your name? My name is…..

How  are you? I am fine, thank you.

What’s his / her name is …

His / her name is …

 

 

 

 

 

 

Middle

15 -25

minutes

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(D) Teacher encourages pupil to say “Hello”

(D) Teacher stand in front of class and say: Let’s repeat previous lesson.

(W) pupils repeat the greeting after the teacher.

(D) Teacher demonstrates the letter Aa and Bb then make an examples. (W) Learners repeat after her.

 

(D) Teacher gives n instructions to trace the letters

 

 

Feedback:

Teacher invite pupil who wants to write the letters on the active board.

(W) Pupils check and assess each other by the thumbs.

 

Pictures: Hello, Goodbye

 

 

 

 

Active board

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Activity book, pen

 

 

 

 

 

 

 

 

 

Active board and active pen

      5

minutes

Revision

(D) Teacher ask for learners to show what did they knew from the lesson.

(P) Learner demonstrate how to greet and say goodbye to each other, how to introduce themselves.

Feedback:

Teacher assess learners formatively by showing the Thumbs

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
·      Create mixed ability pairs for speaking activity.

·      Use TPR and Drilling  for speaking activity.

·      through questioning

·      Thumbs assessment

·         Language lessons
Reflection

Were the lesson objectives/learning objectives 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 I make from my plan and why?

 

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. 
 
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?

 

 

 

 

 

 

 

LESSON 1: Unit 1 All about me

Greetings and names

 

School:
Date: Teacher name:
CLASS: 1 Number present: absent:
Learning objectives(s) that this lesson is contributing to 1.L3 recognise with support simple greetings

recognise the spoken form of a limited range of basic and everyday classroom words

1.S1  make basic personal statements and simple statements about objects

Lesson objectives All learners will be able to:
·         say simple greeting “Hello”

·         introduce  themselves

Most learners will be able to:
·         listen and repeat, follow simple greeting

·         perform total physical response routines

·         understand simple songs.

Some learners will be able to:

 

 

·         recognise and  say the names  of Anna, Bella, Eddie, Lee
Previous learning Recognition of the names of some world-renowned US/English characters.
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
 Beginning

10  minutes

 

 

 

 

 

 

WARM UP

·         Listen to Teacher short greeting phrase “Hello”

·         Play a game

Teacher and learners stand in circle. Teacher models / gestures: Hello I’m … Teacher indicates learners in turn to say Hello, I’m… ( throwing  a ball to each other)

Teacher and learners in circle. Teachers models/gestures Hello, I’m … [indicating person to right] This is …Teacher indicates learners in turn to continue.

Game: Pupils are in circle. P1: I’m Asem (shows any movement ex.jumping)P2: This Asem (repeats Asem’s movement) I’m Arlan (shows movement of dancing) P3: This isAsem (jumping). This is Arlan (dancing) I’m Dinara (flying) etc.

 

 

a ball

 

Middle

25 minutes

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

End

5 minutes

BRAINSTORMING

·         Allow time for the children to look through the book

  • Ask them to find their favourite pictures

 

·         Ask them if they have already known any English words

Ex: bank

DEMONSTRATION.

1.      Explanation of the word “Listen” Teacher: say “Listen” ( showingon ears) and repeat “Listen”

2.  Teacher pre-teaches key words from song with simple gestures: “How are you?”“I am fine, thank you”.

 

SINGNING

1.  Listening to the song “Hello”. Play the recording.

2. Listening and singing with movements.

PRACTICE

1.      Stick the vocabulary cards of Bella, Eddie, Anna, Lee on the board.

2.      Children recognize and say names of children in the Pupil’s book. Teacher shows the card “Anna”.  Pupils should find her in the Pupil’s book and say:This is Anna.

 

FEEDBACK

There are smiley faces on the board. (happy, sad, angry, etc) Teacher suggests to choose any smiley face.

Primary Colours Starter Pupil’s book

 

PPT

Flashcard

 

 

 

 

 

 

 

 

 

 

 

 

 

Hello song

 

 

 

 

 

 

Flashcards

 

 

 

 

 

 

Smiley faces, crayons

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
·         more support can be given during elicitation, instruction and  questioning phases of the lesson by nominating learners to  answer items relating to more high frequency vocabulary to build confidence through participation. ·         through questioning and the redirecting of questioning in feedback activities

·         through observation

·         World around us

·         Art: singing

Reflection

Were the lesson objectives/learning objectives 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 I make from my plan and why?

 

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. 
 

 

 

 

 

 

 

 

 

 

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?

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON 2: Unit 1 Greetings & names School:
Date: Teacher name:
CLASS: 1 Number present: absent:
Learning objectives(s) that this lesson is contributing to 1.S3    pronounce basic words and expressions intelligibly

1.S6exchange simple greetings and say please, sorry and thank you

1.S1  make basic personal statements and simple statements about objects

Lesson objectives All learners will be able to:
·         introduce themselves

·         understand questions: What is your name? How are you?

Most learners will be able to:
·         understand and  answer the questions

·         use  the answer correctly: I am fine, thank you

·         introduce their  friends

Some learners will be able to:

 

 

·         ask and  answer the questions
Previous learning Greetings  and  names
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Beginning

10  minutes

 

 

 

 

 

ORGANISATION MOMENT: (BT: listen and apply)

Teacher  invites learners to stand in a circle and to repeat in chorus questions & answers:

Hello! What is your name? My name is…..

How are you? I am fine, thank you.

Sing a song “Hello”.

Song “Hello”

 

Middle

15 -25

minutes

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PRE-LEARNING (BT: remember)

Teacher models My name is… His/her name is. Teacher introduces self and then names of projected images. Teacher indicates learners in turn to introduce self and then name two projected images of well-known people.

Her name is…                    His name is …..

GROUPWORKING (BT: practice)

In circles of 4 — 5 learners. Each learner has at least two images of different identities. Learners take turns to say as many names as they can remember after identities are flashed for a few seconds His name / Her name is…  Game can continue by getting students of same sex to swap one or more of their identity cards

 

DEMOSTRATION (BT: explain and apply)

Teacher models with one learner Nice to meet you,Bye(handshake and wave).

PRACTICE

Learners practice with each other to pronounce greetings andexpressions intelligibly.

Images of well known people.

 

 

End

5

minutes

FEEDBACK

The smiley faces are on the board. (happy, sad, angry, etc)  Teacher suggests to choose any smileyface.

Smiley faces, crayons
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
·         more support can be given during elicitation, instruction and  questioning phases of the lesson by nominating learners to  answer items relating to more high frequency vocabulary to build confidence through participation. ·      through questioning and the redirecting of questioning in feedback activities

·      through observation in group

·         culture and social studies
Reflection

Were the lesson objectives/learning objectives 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 I make from my plan and why?

 

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. 
 
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?

 

 

 

 

 

 

 

 

 

LESSON: Unit 1 All about me

Colors

School:
Date: Teacher name:
CLASS: 1A, C (I, II) Number present: absent:
Learning objectives(s) that this lesson is contributing to 1.L3    recognise with support simple greetings

recognise the spoken form of a limited range of basic and everyday classroom words

 1.S3  pronounce basic words and expressions intelligibly

1.S1  make basic personal statements and simple statements about objects

Lesson objectives All learners will be able to:
·         listen and repeat the names of all colours
Most learners will be able to:
·         recognise and name some colours
Some learners will be able to:

 

 

·         recognise and name all colours
Previous learning Greetings and names: greeting phrases: Hello, Hi, How are you?  What is your name? Nice to meet you, I’m fine, My name is …
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
 

 

 

 

 

5  minutes

 

 

 

 

 

ORGANISATION MOMENT:

Warm up activity

·         T. shows PPT with greeting phrases and asks questions Ss should answer.

— Hello

— Hi

— How are you?

— I am fine, thanks.

— What is his/her name?

— Nice to meet you?

·         In addition, to revise the words his/her T. shows pictures of boys and girls and says his/her pointing to the picture. Then T. can name one S. to practice his/her when T. points to the picture S. should say his/her.

 

 

PPT

 

 

 

Middle

25

minutes

 

 

 

 

 

 

 

 

 

MAIN:

·         T shows colours purple, blue, yellow, pink, green and Ss should repeat after the Teacher

·         T shows the colours and Ss should name without T’s support

·         T shows the pictures of colourful numbers and starts the sentence Ss should finish e.g.: It is … ,

It is … etc. 

·          Play a game “Tell the colour”

There are flashcards “Colours” on the board, Students close their eyes & at this moment T.  takes away  one card. Students should find what colour is missing.

·         Sing a rainbow song 

·         Teacher demonstrates other colours black, white, red, brown, grey and Ss should repeat after the Teacher

·         T shows the colours and Ss should name without T’s support

·         Pair work

Learners practice with each other to pronounce colours intelligibly. Some of them should name colours to each other and the others should raise named colours.

 

PPT

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Rainbow song

http://www.youtube.com /watch?v=uTDJiPdz3L0

 

 

End

5 minutes

Reflection Ss. are given worksheets with the picture of black and white fruits. Ss. should colour and name them to the Teacher (if there is time limit Students can finish colouring at home) Crayons, worksheets
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
·      Create mixed ability pairs for speaking activity.

·      Stronger Students can support weaker Students in pair work

·      through questioning and the redirecting of questioning in feedback activities

·      through observation in pair work

·      through revising a covered material in warm up activity

·         Cross curricular link with Art and Math

·         Students in pair work learn to be patient and helpful

 

 

 

 

LESSON: Unit 1 All about me

Colours

School:
Date: Teacher name:
CLASS: 1 Number present: absent:
Learning objectives(s) that this lesson is contributing to 1.L3    recognise with support simple greetings

recognise the spoken form of a limited range of basic and everyday classroom words

 1.S3  pronounce basic words and expressions intelligibly

1.S1  make basic personal statements and simple statements about objects

Lesson objectives All learners will be able to:

 

·         listen and repeat the names of all colours

·         recognise with support simple greetings

Most learners will be able to:
·         recognise and name some colours

  • recognise the everyday classroom words

 

Some learners will be able to:

 

 

·         recognise and name all colours

·         make basic simple statements about objects

Previous learning Learners were introduced to colours in their English subject area class.
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
 

Beginning

 

 

 

 

 

 

 

 

ORGANIZATIONAL MOMENT

Pre-teaching.

Teacher: How are you today?

Children: We are fine, thank you!

Teacher: Look at the picture and guess the topic of the lesson.

The topic of the lesson is…

Which colours can you already say in English?

Can you recognize them?

 

Children: Apple is green   Orange is orange

Ice-cream is white              Taxi is yellow

 

 

 

 

 

 

 

 

PPT

 

 

 

Middle

 

 

 

 

 

 

 

 

 

DEMONSTRATION

Pupils pronounce basic words.

 

Teacher: Watch! Listen! Repeat!

Teacher presents the names of colors through a short video presentation  purple, blue, yellow, pink, green and pupils repeat .

2.Teacher shows the colours and the pupils name them without the Teacher’s support

Pupils listen and recognise colours.

 

PAINTING

 

Teacher: You can see colors in the Art room.

1. Art teacher invites pupils to sit at the tables. Teacher explains how to use paints and brushes.

2. Pupils are given worksheets with words of colours.

3. Pupils recognize colours and paint.

Teacher: 1, 2, 3! Stop!

 

SING- A-SONG

Pupils pronounce basic words and expressions intelligibly.

Pupils sing a “Colour Song” to revise the colours.

 

PAINTING

Teacher: Colour in and describe the pictures which you hear and see in the song.

 

Teacher: Now we are going to practice to say colours.

Repeat after me first:

The apple is red.

The tree is green.

The ball is blue.

The lemon is yellow.

The hat is black.

The juice is orange.

Pupils come to the board one by one  and describe their pictures.

 

READING

Pupils recognise and name colours.

 

Teacher: You can see colours in the Library.

1.Introduce the Book

Librarian shows the learners the cover of the story and introduces the title, the author and the illustrator.

2.Picture Walk

·         Take the learners on a picture walk through the book.

·         Challenge the learners to look carefully at the pictures.

·         Point out to the learners that on each page a new coloured rabbit is featured.

·         Say the English names of each coloured rabbit and have the learners repeat it.

3.Read-Aloud

·         Librarian reads the story using props (all of the colored rabbits)

·         Have the children sit in a circle and give each child a coloured animal to hold.

·         Direct each learner with a prop to bring his prop to the middle of the circle when each colored rabbit is introduced in the story.

·         After reading the entire book, together as a class, say all of the names of the colored animals in the book

 

 

ASSESSMENT

Pupils colour the rabbits according to the teacher’s instructions.

 

 

 

Video

Learn Colours with Animal Erasers!

 

https://www.youtube. com/watch?v=_ UIc18NlJMQ

 

 

 

 

 

 

 

Color Songs Collection Vol. 1″

https://www.youtube. com/watch?v= b8AKVfdAJuQ

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Crayons, worksheets

 

End

 

REFLECTION

What is your favorite colour?

How many colors do you know?

Where did we see colours today?

Can you paint pictures with different colours?

Crayons, worksheets
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
 

§  Tasks were formulated at all levels according to Bloom’s Taxonomy levels

Support:

§  Questions that do not have right or wrong answers

Challenging:

§  Evaluative questions which promote further discussion.

·      Application questions that allow students to relate the topic to their own lives and experiences.

·      through questioning and the redirection of questioning in feedback activities

·      through observing how pupils  colour objects   that are featured in the song

·      through formative task

·      through observing how pupils  identify the coloured animals from the book

·         Cross curricular link with Art and Music, Literature

·         Learners will be safely arranged and seated in front of the monitor away from electrical outlets and cables.

·         Use water based markers

·         Use water based paints

·         Ensure proper ventilation for painting

·         Potentially hazardous components include graphite and some pigments in colored pencils

·         E-book: White Rabbit’s Color Book by Alan Baker

·         Students learn to be patient and helpful through pair work

 

Reflection

Were the lesson objectives/learning objectives 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 I make from my plan and why?

 

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. 
 
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?

 

 

 

 

 

 

 

 

 

 

 

LESSON 3: Unit 1 Colours. School:
Date: Teacher name:
CLASS: 1 Number present: absent:
Learning objectives(s) that this lesson is contributing to 1.L3    recognise with support simple greetings

recognise the spoken form of a limited range of basic and everyday classroom words

1.S3  pronounce basic words and expressions intelligibly

1.S1make basic personal statements and simple statements about objects

Lesson objectives All learners will be able to:
·         listen and repeat the names of all colours
Most learners will be able to:
·         recognise and name some colours
Some learners will be able to:

 

 

·         recognise and name all colours
Previous learning Greetings and names
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Beginning

10  minutes

 

 

 

 

 

ORGANISATION MOMENT: (BT: apply)

1.Teacher invites learners to stand in a circle and to greet each other, to ask and answer the questions:

What is your name? My name is…..

How are you? I am fine, thank you.

2. Teacher asks learners to guess the topic of the lesson by showing pictures: apple is green, orange is orange, ice-cream is white, taxi is yellow, etc.

 

 

 

 

 

Pictures: green apple, orange, ice-cream, grapes, taxi, etc.

Middle

15 -25

minutes

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PRE-LEARNING (BT: remember)

1.Teacherpresents names of colours through short visual presentation

2.Play a game “Tell the colour” (BT: recognise and apply)

There are flashcards of colours on the board. Learners close their eyes and at this moment Teacher takesaway one card. Learners should find what colour is hidden.

 

 

SINGNING

1.Learners sing a rainbow song (BT: practice)

 

 

 

PRACTICE ( BT: name and apply)

1. Learners practice with each other to pronounce colours intelligibly.Some of them should name colours to each other and the others should raise named colours.

 

Video “Colours”

 

 

Flashcards: Colours

 

 

 

 

 

 

Rainbow song

http://www.youtube.com /watch?v=uTDJiPdz3L0

 

 

 

 

 

 

 

 

 

 

 

Colorful balloons

End

5

minutes

REFLECTION

Teacher: Let`s name and raise colours.

Ex: Name Red andraise a Red pencil.

 

Coloredpencils
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
·      Create mixed ability pairs for speaking activity. ·      through questioning and the redirecting of questioning in feedback activities

·      through observation in pair work

·         Art
Reflection

Were the lesson objectives/learning objectives 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 I make from my plan and why?

 

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. 
 
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?

 

 

 

 

 

 

 

 

LESSON 4 :  Unit1 All About Me

Colours: Brown Bear, Brown Bear

School:
Date: Teachers’ names:
CLASS: 1 Number present: Absent:
Learning objectives(s) that this lesson is contributing to 1.UE3 use basic adjectives  and colours to say what someone/something is or has
Lesson objectives

Students will:

§  identifycolours in English

§  identify animals in English

§  verbally say their colours in English

Language objective §  Listening to the story (Brown Bear, Brown Bear) which will be read aloud. Learners will listen attentively and recognize when it is appropriate for them to speak

§  Reading- learners will follow along tin story through the illustrations in the book

§  Speaking- learners will repeat and recall new English words after the teacher

§  Writing- non-applicable for Grade 1 learners

Previous learning Learners were introduced to colours in their English subject area class.
Cross-Curricular Link Learners will need to identify colours in all of their subject area courses
Use of ICT E-book: Brown Bear, Brown Bear by Eric Carle and Bill Martin
Kazakh Culture Learners will be to identify colours in their day-to-day lives
Pastoral Care Facilitating learning and development through teaching and guidance
Health and Safety Learners will be safely arranged and seated in front of the monitor away from electrical outlets and cables.
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
5minutes

 

 

 

 

 

 

 

 

 

 

30 minutes

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5 minutes

Starter:

Prior Knowledge

§  Ask learners which colors they can already say in English

§  Ask learners to point to various objects around the room and say colors in English, if they already know them

 

Main:

Introduce the Book

§  Show learners the cover of the story and introduce the title, the author and the illustrator.

 

Picture Walk

§  Take the learners on a picture walk through the book.

§  Challenge the learners to look carefully at the pictures.

§  Point out to learners that on each page a new colored animal is featured.

§  Say the English names of each colored animal and have the learners repeat

§  Stop at the page where the white dog is introduced

Read-Aloud-

§  Read the story using story props (all of the colored animals)

§  Have the children sit in a circle and give each child a colored animal to hold.

§  Direct each learner with a prop to bring his prop to the middle of the circle when each colored animal is introduced in the story.

§  After reading the entire book, together as a class, say all of the names of the colored animals in the book

Sing-a-long

§  Take the colored circles (prearrange the colors in order they will appear in the song “I See Colors Everywhere”) and say the color of each

§  Have the learners repeat each color

§  Play the Youtube video song “I See Colors Everywhere” and model and sing the song for the learners

§  Have learners stand up and sing “I See Colors Everywhere” with the video

Plenary

§  Review and have learners identify the colored animals from the book: Brown, Bear Brown Bear

§  As a class, sing “I See Colors Everywhere” while the teacher holds up each colored circle that is featured in the song

§  Laptop

§  Touch screen monitor

 

 

 

 

 

 

 

 

Internet: e-book: Brown, Bear Brown Bear by Eric Carle and Bill Martin

www.youtube.com/watch?v=pdHCYgO9zh8

 

 

 

 

 

 

Pre-cut colored animals featured in the book:

-brown bear

-red bird

-yellow duck

-blue horse

-green frog

-purple cat

-white dog

-black sheep

— a goldfish

https://www.google.ru/search?q=eric+carle+brown+bear+activities

 

 

 

 

Youtube: “I See Colors Everywhere” song

http://www.youtube.com/watch?v=Kkz7b32dSwA

 

 

 

 

 

Precutcoloredcicles in the following colors:

-red

-blue

-yellow

-green

-orange

-pink

-purple

-brown

-black

-white

 

 

 

 

 

 

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Formative Assessment – how are you planning to check students’ learning?
§  Questions were formulated at all levels according to Bloom’s Taxonomy levels

Support:

§  Questions that do not have right or wrong answers

Challenging:

§  Evaluative questions which promote further discussion.

§  Application questions that allow students to relate the topic to their own lives and experiences.

§  Review and have learners identify the colored animals from the book: Brown, Bear Brown Bear

§  As a class, sing “I See Colours Everywhere” while the teacher holds up each colored circle that is featured in the song

Reflection:
Were the lesson objectives/learning objectives 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 I make from my plan and why?
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?

 

 

Medium term plans

 

  English Primary Grade 1
Unit 1: All about me
Recommended prior knowledge
Recognition of the names of some world-renowned US/English characters.  Some familiarity with simple +/- arithmetic operations.
Context
This opening unit of work is very much about getting learners used to the idea of participating in English through listening, speaking and singing and making them aware of English words/names they may already know. Learners learn a number of songs for greetings, colours and numbers in this unit and learners can be encouraged to sing along at home to these songs where Teachers provide media links for learners and parents. The cross curricular links in this unit are learning the colours of the rainbow and performing simple addition and subtraction operations.
Outline
All learning in this unit is activity-based and focused exclusively on Listening and Speaking with the aim of getting learners used to English sounds. There is no overt focus on grammar but certain grammar focuses are embedded within activities. Learners learn to recognise and use a variety of simple English words, phrases and names through meaningful and affective Teacher-Learner and Learner-Learner interactions which are fostered through activities such as circle participation, learning and performing songs, colouring, quizzes, counting and memory, touch, movement and team games.

For learners’ safety teachers should pay attention to  general safety rules (“Art and Craft Safety Guide” developed by U.S.Consumer Product Safety Commission)

It is recommended to take 8 hours to cover this Unit.

Key learning objectives

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

1.L9recognise the names of letters of the alphabet

1.S1 make basic personal statements about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly

1.S6 make introductions and requests in basic interactions with others

1.UE2 use cardinal numbers 1 — 20 to count

1.UE3 use basic adjectives to describe people and things

1.UE6 use demonstrative pronouns this, these  that, those to indicate things

 

 

 

 

 

 

 

 

 

Learning objectives

 

Suggested teaching activities Teaching notes Learning resources
 

 

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

 

1.S1make basic personal statements about people, objects and classroom routines

 

1.UE6use demonstrative pronouns this, these  that, those to indicate things

 

 

1.S6make introductions and requests in basic interactions with others

 

 

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

Greetings and names 1

 

(W) Teacher and learners stand in circle. Teacher models / gestures: Hello I’m Teacher indicates learners in turn to say Hello, I’m

 

 

 

(W) Teacher and learners in circle. Teacher models/gestures Hello, I’m … [indicating person to right] This isTeacher indicates learners in turn to continue.

 

 

(G) Learners form smaller circles and continue saying Hello I’m…. and introducing learner to right This is…

 

(W) Teacher gives out picture cards to learners. Teacher models for learners to assume identity on card. Teacher indicates learners in turn to say Hello I’m... Whole circle replies How are you…? ‘I’m fine…

 

(W)  Listening to and singing along with a simple Hello song.

 

(D) Teacher pre-teaches key words from song with simple gestures.

 

 

 

Ensure that throughout activities in this opening section all Teacher/Learner language is accompanied by contingent gesture or action [pointing to self/others, waving, handshakes etc.]

 

 

Could be done in chair circle and learners sit down when successfully introduced themselves and someone else.

 

Listenand point and Song activity from the course book (1A) can be used to consolidate this activity.

 

Try and identify a bank of anglophone characters [celebrities, cartoon characters] known to most learners with short simple names [short consonant-vowel-consonant first names will serve well for later letter activities]

 

 

Song versions with lyrics accompanying animation can be used but the reading of these should form no part of the activity. Learners learn the song from aural memory alone.

Teacher helps students recognise the intonation in questions and statements.

 

Alternative:

Play «Ball Pass» and say names

Take a soft ball and pass it to your nearest student, saying «Pass». Have each student pass the ball around the circle. Next, hold the ball and say your name. Have each student say their name as they pass the ball to each other. Make sure they pass, not throw, roll, etc. If a student

doesn’t pass make sure s/he does it again until done properly.

 

 

 

Primary Colours Starter, Hicks and Littlejohn (CUP 2002)

 

 

 

 

Primary Colours Starter, Hicks and Littlejohn (CUP 2002)

 

 

Primary Colours for Kazakhstan, Hicks and Littlejohn (CUP 2012)

Translations by N.Mukhamedjanova and B. Berdimbetova

 

 

 

 

 

 

Hello song

http://www.youtube.com/watch?v=hqx2phxn_cM

 

 

1.S3pronounce familiar words and expressions intelligibly

 

 

 

 

 

1.S1make basic personal statements about people, objects and classroom routines

 

 

1.S6make introductions and requests in basic interactions with others

 

1.S3pronounce familiar words and expressions intelligibly

 

Greetings and names 2

 

(W) Teacher models My name is… His/Hername is.Teacher introduces self and then names of projected images. Teacher indicates learners in turn to introduce self and then name two projected images of well-known people/characters.

 

(G) In circles of 5 — 8 learners. Each learner has at least two images of different identities. Learners take turns to say as many names as they can remember after identities are flashed for a few seconds His name / Her name is…  Game can continue by getting students of same sex to swap one or more of their identity cards.

 

 

 

 

 

(D) Teacher models with one learner Nice to meet you,Good Bye(Bye!) [handshake and wave].

 

 

 

(P) (f) Learners each given picture identity  and practice introduction sequence in closed pairs / then for whole class.

 

(W) Reprise of same, extended or different simple Hello song.

 

 

 

Nominate a learner and ask them to stand up for the duration of their turn.  My name is… Her name is … His name is ... Recycle some pictures from activity above in projections.

 

 

Ask learners to choose an identity and flash the image of their chosen identity before turning card over and holding to their chest. Get one or two learners to try and say as many names as they can remember before repeating the process with different learners.

 

 

 

 

 

Use large gestures to accompany each part of exchange and encourage learner modelling to do so.

 

 

Monitor and note where students are having problems with individual sounds, blends and/or linking of words.

 

Use song to recap/reinforce key words.

 

The song (1B) can be used to consolidate greeting phrases

 

Alternative:

Introduce glove puppet — greetings and introductions activity

Get hold of a glove puppet and put it in a bag before class. Bring out the bag, open it enough to see in and shout into the bag «Hello!». Then move your ear to the opening to listen — nothing. Go to each student and encourage them to shout «Hello» into the bag — each time nothing happens. Finally, get all the students together to shout «Hello!» at the same time. This time the puppet wakes up and jumps out of the bag! Then model the role play with the puppet:

Teacher: «Hello», What’s your name?»

Puppet: «My name is…».

Then move onto the first student and say «Hello». Encourage him/her to say hello back. Let the students touch, cuddle and stroke the puppet. Next, the puppet asks each student: «What’s your (his/her) name?». Learners answer «My (his/her) name is…» Finally, go around saying «Goodbye» and «See you» before going back into the bag and back to sleep.

 

 

 

 

 

 

 

 

 

 

Activities 1 and 2 (1B) can be used to support this activity:

Primary Colours Starter, Hicks and Littlejohn (CUP 2002)

 

 

 

 

 

PC  1B

 

 

 

 

 

 

 

 

 

 

 

Primary Colours Starter, Hicks and Littlejohn (CUP 2002)

 

 

 

 

 

 

 

 

1.UE3use basic adjectives to describe people and things

 

 

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

 

1.L9recognise the names of letters of the alphabet

 

1.S3pronounce familiar words and expressions intelligibly

 

 

 

 

 

 

 

 

 

1.UE6use demonstrative pronouns this, these  that, those to indicate things

 

 

 

1.S1make basic personal statements about people, objects and classroom routines

Colours

 

(D) Teacherpresents names of colours through short visual presentation.

 

 

(P) Learners listen to sounds and tick the colours the sounds make them think of – then say the colours in feedback.

 

 

 

Teacher walks along and says «I spy with my little eye something that begins with letter O [orange],» or «… something that begins with letter B [blue].»

 

 

(W) Learners listen to the Rainbow song and order colour cards according to the order they are heard in the lyrics.

 

(W) Learners learn and sing along to an animation of the Rainbow song.

 

 

 

 

 

 

 

 

(I) Blindfold activity involving dressed/costumed stuffed toys.  Blindfolded learner given three of five stuffed toys that the whole class has seen and has to point and say the colours of different items on them e.g. pointing to a panda’s ear, learner says This is black.

 

(P) (f) Colouring / colour quiz. Learners given worksheet with the outline of recognisable objects e.g.  Kazakh flag, traffic lights, zebra, ladybird and have to agree with another student what colour to colour things.  In feedback learners say colours.

 

 

 

Use a presentation animation which repeats words and gives learners plenty of opportunities to produce words.

 

Play sounds like a crackling fire, lapping waves, police siren, elephants, opening bars of Kazakh anthem etc.  Learners have a grid of colours and tick the ones they think of.  Play sounds again [in feedback and get learners to shout out colour names].

Learners will have fun guessing what it is you see.

Take turns guessing what the other sees.

 

 

 

Show black and white image of a rainbow.

 

Give learners in pairs a set of colour cards [colours of rainbow and a few distractors]

 

As they listen get learners to put colours of rainbow in order.

 

Play the song a number of times with/without animation. Then get learners to sing along with Teacher as Teacher uses colour cards stuck on board as prompts.

 

Bring in colourful stuffed toys as visual and tactile aids [clearly indefinable coloured parts e.g. hat, feet, trousers etc.] Keep team scores for correct colour details.

 

 

 

Use a visual presentation of objects complete with colours for feedback.

 

 

 

Alternative 1:

‘Touching game.’

The class is divided into two equal teams. Colour flashcards are placed on the blackboard. I shout out a colour say for example, red and a member of each team has to run to the board and touch it. The first student to touch the colour first earns a point for their team. The team with the most points wins and receives a prize.

 

Alternative 2:

Play «Colour Stand Up and Jump»

Give out all of the coloured papers, 1 colour per student. Tell your students to sit down. Say a colour (e.g. «red») and the students holding that colour have to quickly stand up, jump and then sit down. Start off slowly and get faster and faster.

 

Color song. Collection Vol.1

www.busybeavers.com

 

Colours

www.youtube.com/watch?v+S24hZC-ednk

 

 

 

 

 

www.learningchocolate.com

 

 

 

 

 

 

 

 

Rainbow song

http://www.youtube.com/watch?v=uTDJiPdz3L0

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

file:///C:/Users/User/Downloads/colors-lesson-plan.pdf

 

 

 

 

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

 

1.UE2use cardinal numbers 1 — 20 to count

 

1.L1recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

 

1.S3pronounce familiar words and expressions intelligibly

 

 

1 — 20

 

(W) Listening to and watching an animation of the song Ten Little Numbers.

 

 

 

(W) Singing along to the song and then practising counting on fingers.

 

 

(D)  Teacherdemonstrates simple plus / minus sums producing written numerical answers.

 

 

(P) Teachergives learners range of simple sums to write down numerical answer to.

 

 

 

 

(W) A blindfold memory number/colour activity, played with the class divided into two teams. Before being blindfolded learners survey a board with number [1-10] shapes on it – each number is a different colour.  Blindfolded learners find a number and say number and colour e.g. blackeight.

 

(I) (f) Learners given a worksheet with a range of jumbled numbers 1-10 to colour according to Teacher’s instructions.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

D] Teacher models and drills numbers 11 -20 using flashcards and underlining numbers on board

14 16 17 18 19 which add  teen to known number

 

[P] Learners write down ten numbers between 1-20 in a random sequence. Learners say numbers for another learner to write down and then read back in sequence.

 

[I] Listening to children in short dialogues and circling the correct number  [1 – 20] in response to a question

 

 

[I] [f] Listening to instructions  to colour numbers on a row grid 1 — 20

 

 

 

 

 

[P] Listening and playing a game of ‘half’ bingo. Give each pair of learners a bingo card with numbers 1-20 on it. Call out numbers which are double the numbers learners have on their cards. Learners cross numbers which they are half the value of the number they hear.

 

 

 

 

Work with a set of number flashcards [numerals]. Learners use fingers to count as Teacher says numbers as a warmer to the song.

 

Sing along to song animation two or three times and then see if learners can sing song with just the music.

 

Moveable units/counters on the board can be used to demonstrate addition and subtraction processes.

 

Sums given orally for comprehension with learners writing down the answers to demonstrate understanding of what is heard.

 

Get one learner from each team to try and win as many points for the team as they can. Then change learners and one or two of the numbers and begin again.

 

 

Give instructions such as: Colour 3 red… OK…3 is red.   Give feedback by projecting numbers coloured the correct colours.

 

 

 

 

 

Alternative 1:

Depending on the age of your class you can teach the numbers over a series of lessons.

Play «Put in the box»

Now get a big box of objects and make sure you have enough objects of each category for the numbers you are teaching (e.g. 3 plastic fruit,

3 cars, 3 pencils, etc.). Throw the objects all around the classroom. Then choose a student and say “Aidar, put three (pencils) in the box”. As the student picks up each object make sure everyone counts along (1… 2 … 3). Then have the student count the objects as s/he puts them in the box. Do this with everyone. Finally, for a bit of crazy fun, throw all the objects out and let everyone scramble to find, count and put all of their objects back in the box again (all at the same time!).

 

Write numerals 11 – 20 in sequence on a board underlining 14 16 17 18 19 to highlight pattern.

 

Model this task to the whole class with one learner at board.

 

Give learners simple 2 or 3 option multiple choice worksheet to complete.

 

 

 

 

 

The idea here is to simply reinforce the ‘counting’ pattern.

Give instructions like: Find number sixteen. Colour it red.

 

This is a challenging but fun game involving mental arithmetic. Explain to learners that they shout Bingo when they have crossed off all their numbers. Teacher needs to prepare a list of numbers that can be halved as well as a few odd ones that can’t to read out.

 

 

 

Math video for kids.mp4

Abacus for kids video-

Turtle Diary/.com

 

 

www.learningchocolate.com

 

 

Ten Little Numbers song

http://www.youtube.com/watch?v=BYIrkMV9uug

 

 

 

To reinforce work on numbers, the activity and song (1E) can be used: Primary Colours Starter, Hicks and Littlejohn (CUP 2002)

 

 

Printable Colouring numbers pages and other useful number tasks

http://www.allkidsnetwork.com/coloring-pages/Numbers.html

 

www.dreamenglish.com

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Simple 1 -20 counting presentation

http://www.youtube.com/watch?v=6bQEpWAL7ps

 

Such short dialogues can be found in examples of  Cambridge English Starters Listening Tests

https://www.teachers.cambridgeesol.org/ts/exams/younglearnersandforschools/ylemovers/listening

 

 

at this site, in the section : Maths/The number system/Counting there are hundreds of tasks and worksheets for practicing numbers

http://www.primaryresources.co.uk/maths/mathsB1.htm

 

 

 

 

Curriculum

Календарно-тематическое планирование

по английскому языку

для 1 класса по обновленной программе НИШ 

2016 — 2017 учебный год

 

 

Тема урока

Сабақ тақырыбы

сағат Сроки

Mepзiмi

 

Лексические структуры и единицы

Лексикалық материалдары

Енгізуле

Корректировка

I term  – 17 hours
All about me
1 Greetings and names 1 01.09-03.09 1.L3, 1.S1, 1.S3, 1.UE3, Hello/Goodbye

I’m…

2 Greetings and names 1 05.09-10.09 1.UE6, 1.S6 What’s your name?
3 Colours 1 05.09-10.09 1.UE3, 1.L3, 1.S3, 1.UE6, 1.S1 What colour is it?
4 Colours 1 13.09-17.09 1.UE3, 1.L3, 1.S3, 1.UE6,1.S1 Project: My favourite colour!
5 1 — 10 1 13.09-17.09 1.L3, 1.UE2, 1.L1, 1.S3 Numbers 1-10
6 1 — 10 1 19.09-24.09 1.L3, 1.UE2, 1.L1, 1.S3 Numbers 1-10
7 1 — 10 1 19.09-24.09 1.L3, 1.UE2, 1.L1, 1.S3 Craft work
8 Revision 1 26.09-01.10 1.L3, 1.UE2, 1.L1, 1.S3 Voc-ry, reflection task
2. My school
9 Classroom objects 1 26.09-01.10 1.UE1, 1.UE4, 1.UE6, 1.S1, It’s a blue schoolbag.
10 Classroom objects 1 03.10-08.10 1.L1, 1.S3, 1.L3 How many pens?
11 Classroom routines 1 03.10-08.10 1.UE8, 1.S3, 1.L1, 1.L3, 1.UE3 Six pens.
12 Classroom routines 1 10.10-15.10 1.UE8, 1.S3, 1.L1, 1.L3, 1.UE3 How old am I?
13 Classroom routines 1 10.10-15.10 1.S1, 1.UE3 Project:
14 Describing things 1 17.10-22.10 1.S1, 1.UE3 My School things!
15 Describing things 1 17.10-22.10 1.S1, 1.UE3 My School things!
16 Describing things 1 24.10-29.10 1.UE8, 1.S3, 1.L1, 1.L3, 1.UE3 Craft work
17 Revision 1 24.10-29.10 1.S1, 1.UE3 Voc-ry, reflection task
II term – 15 hours
3. My family and friends
18 Family and friends 1 07.11-12.11 1.UE7, 1.S5, 1.S1, 1.S3, This is my…
19 Family and friends 1 07.11-12.11 1.UE1, 1.L3,1.UE4 This is my…
20 In my house 1 14.11-19.11 1.S3, 1.UE11, 1.L3, 1.S1, 1.UE3 This is my bed
21 In my house 1 14.11-19.11 1.S3, 1.UE11, 1.L3, 1.S1, 1.UE3 It’s…
22 Days of the week 1 21.11-26.11 1.L3, 1.R1, 1.S3, 1.S1 Project: My room!
23 Days of the week 1 21.11-26.11 1.L3, 1.R1, 1.S3, 1.S1 Vocabulary,
24 Revision 1 28.11-03.12 1.L3, 1.R1, 1.S3, 1.S1 reflection task
4. The world around us
25 Animals 1 28.11-03.12 1.S3, 1.S5, 1.L1, 1.L3, 1.R1 Project: My pet!
26 Animals 05.12-10.12 1.S3, 1.S5, 1.L1, 1.L3, 1.R1 use basic
27 Hot and cold 1 05.12-10.12 1.S3, 1.UE3, 1.UE7, 1.S5, 1.L3 adjectives and colours
28 Hot and cold 1 12.12-15.12 1.S3, 1.UE3, 1.UE7, 1.S5, 1.L3 to say what someone
29 In Kazakhstan 1 19.12-24.12 1.S3, 1.UE11, 1.R1, 1.L4, 1.S1 /something is or has
30 In Kazakhstan 1 19.12-24.12 1.S3, 1.UE11, 1.R1, 1.L4, 1.S1 there is /are
31 In Kazakhstan 26.12-29.12 1.S3, 1.UE11, 1.R1, 1.L4, 1.S1 Craft work
32 Revision 1 26.12-29.12 1.S3, 1.UE11, 1.R1, 1.L4, 1.S1 Reflection task
III term – 18 hours
5. Travel
33 Getting to school 1 09.01-14.01 1.S3, 1.S5, 1.L4, 1.UE2, This is a bus for UK
34 Getting to school 1 09.01-14.01 1.UE5, 1.S1, 1.L1 In the air,
35 This is the way… 1 16.01-21.01 1.S3, 1.S5, 1.L2, 1.UE9 on land, at sea
36 This is the way… 1 16.01-21.01 1.S3, 1.S5, 1.L2, 1.UE9 check point
37 Where is it? 1 23.01-28.01 1.S3, 1.L3, 1.UE8, 1.L1, Where is it?
38 Where is it? 1 23.01-28.01 1.UE14, 1.UE5 Craft work
39 The big red bus 1 30.01-31.01 1.L3, 1.L5, 1.L1, 1.L4, There is…
40 The big red bus 1 08.02-11.02 1.S5, 1. S3 Vocabulary,
41 Revision 1 13.02-18.02 1.L3, 1.L5, 1.L1, 1.L4, check point
6. Traditions and folklore
42 Happy Birthday 1 13.02-18.02 1.R3, 1.UE2, 1.S6, 1.S3, Sing and do
43 Happy Birthday 1 20.02-25.02 1.L1, 1.S5,1.S1 Craft work
44 Springtime in Kazakhstan 1 20.02-25.02 1.S3, 1.L3, 1.L1 use there is /are to make short

statements

45 Springtime in Kazakhstan 1 27.02-04.03 1.L1, 1.S5,1.S1 Project:
46 Hats and masks 1 27.02-04.03 1.S3, 1.L1,1.UE11, 1.S1, My favourite season!
47 Hats and masks 1 06.03-11.03 1.S6 Craft work
48 Story time 1 06.03-11.03 1.L3, 1.S4, 1.S5 Activities
49 Story time 1 13.03-18.03 1.L3, 1.S4, 1.S5 Vocabulary,
50 Revision 1 13.03-18.03 1.L3, 1.S4, 1.S5 check point
IV term – 16 hours
7. Food and drink
51 Things I like 1 03.04-08.04 1.UE9, 1.S3, 1.S5, 1.L4, I like/I don’like
52 Things I like 1 03.04-08.04 1.R1, 1.S1, 1.S2 Check point
53 Hot or cold 1 10.04-15.04 1.S5, 1.S1, 1.L3, 1.UE7, Hot or cold
54 Hot or cold 1 10.04-15.04 1.UE9 Craft work
55 Animals like 1 17.04-22.04 1.S5, 1.L3, 1.S1, 1.UE9, Project:
56 Animals like 1 17.04-22.04 1.S3 Let’ go to the zoo!
57 Nice or nasty 1 24.04-29.04 1.S3, 1.L2,1.UE5, 1.S2, Vocabulary,
58 Revision 1 24.04-29.04 1.S4, 1.S1 check point
8. Health and body
59 Hands and Head 1 02.05-06.05 1.UE1, 1.L2, 1.L1, 1.L3, Touch your ears!
60 Hands and Head 1 02.05-06.05 1.UE9,1.S1 Touch your ears!
61 Let’s move 1 08.05-13.05 1.L1, 1.UE8, 1.S4, 1.L2, I can dance.
62 Let’s move 1 08.05-13.05 1.S1, 1.R1, 1.S5 I can dance.
63 Making a puppet 1 15.05-20.05 1.L3,1.S2, 1.L5, 1.UE8 Craft work
64 Making a puppet 1 15.05-20.05 1.L3,1.S2, 1.L5, 1.UE8 Craft work
65 A special dance 1 22.05-25.05 1.L1, 1.L4, 1.L3, 1.S5, 1. S3 Vocabulary
66 Revision 1 22.05-25.05 1.L1, 1.L4, 1.L3, 1.S5, 1. S check point

 

JOSPARIK.KZ Күнтізбелік жоспар, сабақ жоспары, ОМЖ, ҚМЖ. Поурочные планы, план-конспект. ОМЖ, КМЖ.

Comments

  1. Жангуль

    1сынып агылшын тилинен smiles китабы бойынша 1 жылдын поурочный планы бар ма. Канша болады .

    1. Гулжанат

      Сәлеметсізбе.1сынып ағылшын тілінен smiles китабы бойынша 1 жылдын поурочный планы бар ма. Канша болады бағасы?

  2. Кенжегазы

    1-класс ағылшын тілінен қмж бар ма Smiles кітабы бойынша

  3. Гульнара

    Сәлеметсіз бе! 1-класстың ағылшын тілінен smiles кітабы бойынша по урочный планы бар ма? Бағасы қанша?

  4. Гульнара

    Сәлеметсіз бе! 1-класстың ағылшын тілінен smiles кітабы бойынша по урочный планы бар ма? Бағасы қанша болады?

  5. Толепберген

    Сәлеметсіз бе! 1-класстың ағылшын тілінен smiles кітабы бойынша жаңа ОМЖ,ҚМЖ бар ма? Басқа 2-11 сыныптарға ше ? Бағасы қанша болады?

  6. жанар

    Салеметсиз бе ! 1 сынып ниш бойынша пландар канша омж -ны коса алганда.

  7. ляззат

    ағылшын тілінен 1 класс обновленканың 2-3 тоқсан поурочный план бар ма

  8. Sandu

    1сынып агылшын тилинен smiles китабы бойынша 1 жылдын поурочный планы бар ма. Канша болады .

Добавить комментарий

Ваш e-mail не будет опубликован. Обязательные поля помечены *

*

code