Lesson №1

Let’s start!
Lesson objectives:
 All learners will be able to:
recognize sounds and name the letters of the alphabet

 Most learners will be able to:

greet one another in English using the key words and phrases, pronounce familiar words and expressions intelligibly.

 Some learners will be able to:

make up a dialogue about greeting and act it out with enthusiasm.
 Greeting
How do you think what theme we have for today?

• Dividing into subgroups using colourful stickers

• Greetings and goodbye words  Hello

 Hi
 good morning
 good afternoon
 good bye
 nice to meet you
 see you
 “Hello I’m...” game

 stand in a circle
 continue saying Hello I’m…
 introduce a learner to the right This is…

[h]…ello
[m]…y
[n]…ame
 Listen to the song “Hello”
What's Your Name?
What's your name? What's your name?
What's your name?
What's your name?

My Name is ____
My Name is ____
My Name is ____
Nice To Meet you!

 "I spy with my little eye something that begins with the sound m [mummy]," or "...
something that begins with letter b [brother]."
 Reflection
Self-assessment: Hand signals

 to look at lesson objectives that were set at the beginning of the lesson
 think and say what they did well in the lesson and what needs improvement

praise active students with phrases such as: “Good job! Well
done!”
Thanks for your attention
Lesson №2
Greetings
Lesson objectives:
 All learners will be able to:
pronounce the key words: Hello! and say Goodbye clearly in English.

 Most learners will be able to:

use the greetings hello and goodbye words appropriately.

 Some learners will be able to:

act out the dialogue about greeting clearly.
 Greeting
How to overcome barriers in learning English?
• Pronounce the words distinctly
Dividing into subgroups
• Encourage learners to repeat the new words several times

• Use their mother tongue to start using colorful circles, squares, triangles
and rectangular figures
Warming up: “Telephone game”
Teacher whispers a sentence to the first learner in a line. Learners must then repeat the sentence to the next
learner in line and on down the line. The last learner in line will say out loud the sentence as he/she heard it.
The first learner in line will either agree or disagree with the sentence.

How do you think what theme we have for today?

 key words and phrases using flashcards.

 Physical drill
Teacher models/gestures Hello. My name is Nilufar looking at
the learner to the right, asks What is your name?

Nice to meet you, Good Bye (Bye!)

[handshake and wave]

Listen and do. Repeat after your teacher.

1. Stand up, please!
2. Hands up! Clap - clap!
3. Hands down! Shake - shake!
4. Hands on the hips! Jump – jump!
5. Sit down, please!
 Reflection praise active students with
Self-assessment: Traffic lights phrases such as: “Good job!
Well done!”
 to look at lesson objectives that were set at the beginning of the lesson
 think and say what they did well in the lesson and what needs improvement
Thanks for your attention
Lesson №3
My family
Lesson objectives:
 All learners will be able to:
pronounce the key words and phrases: this, my, mommy, daddy, brother, sister

 Most learners will be able to:

make basic personal statements about their family using the structure: This is my……

 Some learners will be able to:

describe photos or their family members to class accurately.
 Greeting
Warming up: Around the world game

 One learner stands behind the other.

 The teacher holds up a flashcard of a picture and shows it to the first pair.
 The first of those two learners to say its English equivalent moves on to stand behind the next learner.
 The goal is for the learner to make it all the way around the class, or “around the world”, saying more distinctly and
quickly than other learners.

Revising the previous lesson

Teacher models/gestures Hello, I’m ...

[indicating person to the right] This is
 How do you think what theme we have for today?

• Family picture

To ask learners to bring photos of their relatives beforehand. Teacher asks them to introduce their
relatives using the phrases This is my mummy! This is my daddy!

• Family tree
To ask learners to draw their relatives with grandparents.

• Listen to and sing the song Family

 Reflection praise active students with
Technique of FA: Oral feedback phrases such as: “Good job!
Well done!”
 to make comments about the lesson orally
 to look at lesson objectives that were set at the beginning of the lesson
 think and say what they did well in the lesson and what needs improvement
Thanks for your attention
Lesson №4
Colours
Lesson objectives:
 All learners will be able to:
pronounce key words: red, blue, green, yellow, purple, orange and expressions intelligibly

 Most learners will be able to:

sing a song Traffic lights to music with pleasure

 Some learners will be able to:

role play the song Traffic lights using phrases stop, get ready, go
 Greeting
Revising the previous lesson: My Family

Warming up: Is it a drawing game?

The teacher begins to draw on the board. He/She may draw a

line, circle, (a father, a mother… )etc., but only part of the
drawing. Then the learners guess, “Is it a ….?”
 How do you think what theme we have for today?

• listen to teachers instructions and colour the circles of the

traffic lights

• learn and sing along to an animation of the Colour song.

• role plays together Traffic lights using phrases stop, get ready, go
 Reflection praise active students with
Self-assessment: Traffic lights phrases such as: “Good job!
Well done!”

 to look at lesson objectives that were set at the beginning of the lesson
 think and say what they did well in the lesson and what needs improvement
Thanks for your attention
Lesson №5
My favourite colour
Lesson objectives:
 All learners will be able to:
work together and discuss their project work in groups

 Most learners will be able to:

draw their favourite things and colour them as project work

 Some learners will be able to:

demonstrate their project before class. This is my favourite colour. This ball. It is blue.
 Greeting
Revising the previous lesson: CRAFTWORK COLOURS, THINGS

Dividing into subgroups Warming up: Dance and say!

Learners dance to music. Teacher stops the music and

using colourful classroom objects
says in Russian “желтый”. Learners must say the English
equivalent of this word and touch the object with this
colour as feedback.
 How do you think what theme we have for today?

Revising the previous lesson: What is your favourite colour?

Teacher and learners stand in a circle. Teacher asks a question or gives Russian
• Ball toss game equivalent of the learned word and toss the ball to the learner who wants to
answer.

Teacher walks along and says "I spy with my little eye something that begins with
the sound d [daddy]," or "... something that begins with letter a [apple]."

Learners are given a piece of paper. They are asked to draw their favourite things
and colour them as project work. Learners demonstrate their project before class.
This is my favourite colour. This ball. . It is blue.
 Reflection praise active students with
Self-assessment: Traffic lights phrases such as: “Good job!
Well done!”

 Learners in groups assess one another using smiles

 to look at lesson objectives that were set at the beginning of the lesson
 think and say what they did well in the lesson and what needs improvement
Thanks for your attention
Lesson №6
Numbers 1 – 10
Lesson objectives:
 All learners will be able to:
counts and says the correct numbers from1 to 5

 Most learners will be able to:

shows the correct numbers

 Some learners will be able to:

listens and sings the Numbers song clearly
 Greeting
Revising the previous lesson: My family

Dividing into subgroups

 What colour is the ball?

using smile beiges  This ball is white. What colour is the ....? The .... is ....

listen to and watch an animation of the song Colours.

Teacher presents sounds in numbers, takes feedback
from the learners.
 How do you think what theme we have for today?

Teacher gives each learner a number card. Learner 1 stands up and says one.
Then others two, three, four, etc.

the class divided into two teams. Before being blindfolded learners survey a board with
A blindfold memory
number [1-5] shapes on it – each number is a different colour. Blindfolded learners find
number/colour activity a number and say number and colour e.g. black eight

Count, write and say the answer

Colour the numbers and pronounce them

Listen to the song and repeat after!

One, Two, Buckle My Shoe

One, two
Buckle my shoe
Three, four
Shut the door
Five, six
Pick up sticks
Seven, eight
Don’t be late
Nine, ten
Do it over again!
 Reflection
praise active students with
Technique of FA: Oral feedback phrases such as: “Good job!
Well done!”

 Learners make comments about the lesson orally

 to look at lesson objectives that were set at the beginning of the lesson
 think and say what they did well in the lesson and what needs improvement
Thanks for your attention
Lesson №7
Our world – Time for CLIL
Lesson objectives:
 All learners will be able to:
mix the colours using paints with the help of teacher. They say what colour it is.

 Most learners will be able to:

draw their favourite character and present it to the class. Ex.: This is Winnie the Pooh, my favourite
character.

 Some learners will be able to:

Talk about their friends favourite characters: Dana’s favourite colour is red.
 Greeting
Revising the previous lesson: My Favourite Colour!

Dividing into subgroups

using sweets

Warming up: Chair races

In two teams learner will line up facing the board. There will be chairs facing the learners. Teacher will
show the flashcard of a mother and says: “This is a father”. Learners at the front line must decide if the
sentence is right or wrong. If the sentence is right they will run to and sit on the chair marked “true”, if
“wrong” they will sit on the “false” chair.
 How do you think what theme we have for today?

True/False words Favourite character

When pronouncing true and false words or This is Winnie the Pooh, my favourite character.
giving a sentence about the previous This is ……, my favourite character.
learned material have the learners stand
up whenever the statement is false and sit
down whenever the statement is right.
 Listening! Learning! Singing!

the song Mixing colours

When you mix red and yellow, it makes orange.

When you mix red and yellow, it makes orange.
When you mix these two, you see a new color magically.
When you mix red and yellow, it makes orange.

When you mix blue and yellow, it makes green.

When you mix blue and yellow, it makes green.
When you mix these two, you see a new color magically.
When you mix blue and yellow, it makes green.

When you mix blue and red, it makes purple.

When you mix blue and red, it makes purple.
When you mix these two, you see a new color magically.
When you mix blue and red, it makes purple.
 Reflection
praise active students with
Oral feedback phrases such as: “Good job!
Well done!”

 Learners make comments about the lesson orally

 to look at lesson objectives that were set at the beginning of the lesson
 think and say what they did well in the lesson and what needs improvement
Thanks for your attention
Lesson №8
Numbers 1-10
Storytime! The Queen Bee
Lesson objectives:
 All learners will be able to:
pronounce the key words in the story: The Queen Bee clearly

 Most learners will be able to:

listen and understand the story The Queen Bee.

 Some learners will be able to:

act out the story using pictures, hand motions or props.
 Greeting
Revising the previous lesson: Our world – Time for CLIL

Dividing into subgroups

using geometrical figures: colored circles,

squares, triangles and rectangular figures

Warming up: Brainstorming

How do you think what words come to your mind when

you hear the word “family”?
 The story of Queen Bee!

new words of the story using mime and

gestures: Please stop! No! Go and find
them! Thank you!
 Reflection
praise active students with
Oral feedback phrases such as: “Good job!
Well done!”

 Learners make comments about the lesson orally

 to look at lesson objectives that were set at the beginning of the lesson
 think and say what they did well in the lesson and what needs improvement
Thanks for your attention
Lesson №9
Checkpoint 1
Lesson objectives:
 All learners will be able to:
pronounce the keys word accurately: green, violet, red, orange, yellow, white

 Most learners will be able to:

tell in the group about their family members.

 Some learners will be able to:

describe pictures/photos related to their family members.
 Greeting
Previous learning: Storytime! The Queen Bee

Dividing into subgroups

Use gestures and mimics:
Please
Go
using puzzle pictures Find
thank you
Bee
Ant
Warming up: Brainstorming Duck
Them
Thank
the queen
How do you think what words come to Bee
your mind when you hear the word
“family”?
 1. What is the next colour?
Teacher gives each learner a picture card of things or toys: apple, ball, camel,
traffic lights, and learners’ favourite characters.

2. A family silhouette picture

Each group is given four silhouette sheets [showing adults, children, babies]]
[different dogs and cats]. Learners cut out images and stick on card to make a
silhouette image of their family

Learners practice telling other members in the group about their family
pointing to images in picture. This is my mum. Her name is ... etc.
 Reflection
praise active students with
phrases such as: “Good job!
Self-assessment: Hand signals Well done!”

 Learners make comments about the lesson orally

 to look at lesson objectives that were set at the beginning of the lesson
 think and say what they did well in the lesson and what needs improvement
Thanks for your attention
Lesson №10
My school
Lesson objectives:
 All learners will be able to:
pronounce school item words and expressions intelligibly.

 Most learners will be able to:

make sentences using demonstrative pronoun this.

 Some learners will be able to:

plays the role about school objects.
 Greeting
Revising the previous lesson: Count and say the answer

Dividing into subgroups

into small groups

using numbers

Warming up: Odd one word out

a)blue
b) banana
c) green
d) white
School/classroom objects

What colour are these objects?

 School/classroom objects

Get your pencil song

Get your pencil, get your pen,

Get your book-it’s school again!
Get your rubber, your schoolbag, too!
Get your things and go to school.

Get your pencil, get your pen,

Get your book-it’s school again!
Get your rubber, your schoolbag, too!
Get your things and go to school.
 Reflection praise active students with
Self-assessment: Traffic lights phrases such as: “Good job!
Well done!”

 Learners in groups assess one another using smiles

 to look at lesson objectives that were set at the beginning of the lesson
 think and say what they did well in the lesson and what needs improvement
Thanks for your attention
Lesson №11
Classroom objects
Lesson objectives:
 All learners will be able to:
colour numbers on a row grid 6- 10, count numbers from 1 to 10.

 Most learners will be able to:

use singular nouns, plural nouns to talk about things.

 Some learners will be able to:

ask and answer the questions using the structure: How many ….?
 Greeting
Use miming, gestures
How to overcome barriers in learning
Be friendly and communicative with learners
English?
Encourage active enquiry based learning and learner research

Previous learning: My school Warming up: Brainstorming

Dividing into subgroups How do you think what words come to your mind when you
hear the word “school objects”?

using colorful circles, squares, triangles

and rectangular figures
 Visual presentation. Colour numbers. Classroom objects

 Teacher gives learners a worksheet with the same four

school objects.

 Listen to teacher’s instruction and circle the object

correctly: Colour the pen red! Ok. Colour, please.
Pencils in my schoolbag

Pencils in my schoolbag
One, two, three
Pencils in my schoolbag
Four, five, six
Pencils in my schoolbag
Seven, eight, nine
Pencils in my schoolbag

Rubbers in my schoolbag
One, two, three
Rubbers in my schoolbag
Four, five, six
Rubbers in my schoolbag
Seven, eight, nine
Rubbers in my schoolbag
 Reflection
praise active students with
phrases such as: “Good job!
Self-assessment: Hand signals Well done!”

 Learners make comments about the lesson orally

 to look at lesson objectives that were set at the beginning of the lesson
 think and say what they did well in the lesson and what needs improvement
Thanks for your attention
Lesson №12
Counting classroom objects
Lesson objectives:
 All learners will be able to:
pronounces topic words and expressions intelligibly.

 Most learners will be able to:

say numbers: One is red. Two is white. Three is yellow. Four is blue;
counts the objects in the picture and writes numbers correctly.

 Some learners will be able to:

act out a dialogue using numbers
 Greeting
Motivate learners using craft activities
How to overcome barriers in
learning English? Encourage active enquiry based learning and learner research

Warming up: learners sing the song

Dividing into subgroups

using sweets

Revising the previous lesson: School objects

Memory game: Teacher shows the learners a picture for a minute. There
are different school objects of different numbers in the picture. Teacher
hides the picture, asks the learners: What have you remembered in the
picture?
How may fingers do you have?
Let's count!

How many fingers do you have?

1, 2, 3, 4, 5
6, 7, 8, 9, 10
Let's count them again

How many fingers do you have?

1, 2, 3, 4, 5
6, 7, 8, 9, 10
Now, this is the end

How may fingers do you have?

I have 10 fingers
How many fingers do you have?
Let's count!

How many fingers do you have?

One, two, three, four, five.
Six, seven, eight, nine, ten.
Let's count them again.

How many fingers do you have?

One, two, three, four, five.
Six, seven, eight, nine, ten.
Now this is the end.
 Counting and drawing school objects
1. Each pair is given a picture worksheet with school objects. 2. Is it a..? drawing game
They have to count objects in the picture.
Someone begins to draw on the board. She/he may
draw a line or a circle, etc, but only part of the
drawing. Then the others guess what is it.
 Peer assessment
Oral comments
1. What have you learnt today?
2. Which task do you like?

 Learners make comments about the lesson orally

 to look at lesson objectives that were set at the beginning of the lesson
 think and say what they did well in the lesson and what needs improvement
Thanks for your attention
Lesson №13
My school things
Lesson objectives:
 All learners will be able to:
pronounce school object and number words appropriately.

 Most learners will be able to:

use the structures What is this? It is a … correctly when asking and answering the questions.

 Some learners will be able to:

present their project to the class properly
 Greeting
Pronounce the words distinctly
How to overcome barriers in
learning English? Encourage learners to repeat the new words several times

Warming up: Brainstorming

Dividing into subgroups
How do you think what words come
to your mind when you hear the
using numbers word “my school”?

Revising the previous lesson: Craftwork My school, School objects

Craftwork Learners listen to and sing the

song Pencils in my school bag together with
the teacher.
 1. Memory game LISTEN! SING!

A blindfold memory Project work

Before being Learners are given

blindfolded learners different school object
survey a board with and room object
school objects each cutouts and flipchart.
thing is a different Teacher names the How many fingers have I got?
colour. Blindfolded project: My school Five on my right hand,
learners find an object things They have to Five on my left hand
and say name of it choose and glue the How many fingers have I got?
and colour e.g. a objects related to
white book. school.
 Peer assessment
Oral comments
1. What have you learnt today?
2. Which task do you like?

 Learners make comments about the lesson orally

 to look at lesson objectives that were set at the beginning of the lesson
 think and say what they did well in the lesson and what needs improvement
Thanks for your attention
Lesson №14
Classroom routines
Lesson objectives:
 All learners will be able to:
make two lines: odd 1, 3,5,7,9 and even 2, 4, 6,8,10 numbers.

 Most learners will be able to:

go around the classroom and ask questions to one another: What is your name? How old are you?
Are you Russian, pronounce the numbers clearly.

 Some learners will be able to:

draw their school, present it to class using the structures; I’m Yuri. I’m seven. This is my school
 Greeting
Work on mistakes together with learners
How to overcome barriers in
learning English? Use role playing activities

Motivate learners to interact with one another

Warming up: Chair races
Dividing into subgroups
There will be chairs facing the learners. Teacher will show the flashcard of a
mother and says: “This is a father”. If the sentence is right they will run to and
using puzzle pictures sit on the chair marked “true”, if “wrong” they will sit on the “false” chair.

Revising the previous lesson: My school: School objects

 1. Interview
learners go around the classroom and ask questions to one another: What is your name?
How old are you? Are you Russian? In this way they take interview from one another.

2. Learners are given a number card. They make two lines: odd 1, 3,5,7,9 and even 2, 4,
6,8,10 numbers. Standing in two lines learners pronounce the numbers clearly.
 Reflection
praise active students with
phrases such as: “Good job!
Self-assessment: Hand signals Well done!”

 Learners make comments about the lesson orally

 to look at lesson objectives that were set at the beginning of the lesson
 think and say what they did well in the lesson and what needs improvement
Thanks for your attention
Lesson №14
Describing things
Lesson objectives:
 All learners will be able to:
name colours of objects: red, blue, green, yellow, purple, orange .

 Most learners will be able to:

colour things: traffic lights, chair, ball without teacher’s instruction by discussing in pairs.

 Some learners will be able to:

describe their work in English to class appropriately: This is big chair . It is red
 Greeting
Motivate learners using craft activities
How to overcome barriers in
learning English? Create good and friendly atmosphere in class

Use English and their mother tongue to start

Warming up: Musical chairs
Dividing into subgroups

using puzzle pictures

Revising the previous lesson: Colouring

 1. Blindfold activity

involving dressed/costumed stuffed toys. Blindfolded learner is 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.

2. Colouring / colour quiz

Learners are given a worksheet with the outline of recognizable pictures
of objects and persons. They have to agree with another learner what
colour to colour things.
 Peer assessment
Oral comments
1. What have you learnt today?
2. Which task do you like?

 Learners make comments about the lesson orally

 to look at lesson objectives that were set at the beginning of the lesson
 think and say what they did well in the lesson and what needs improvement
Thanks for your attention
Lesson №15
Story time! Count to ten
Lesson objectives:
 All learners will be able to:
pronounces topic words and expressions intelligibly, demonstrate their simple sums in English
correctly.

 Most learners will be able to:

count school objects and say: five rubbers, ten pencils.

 Some learners will be able to:

understand the story Count to ten, using True/false activity
 Greeting
Revising the previous lesson: Our world – Time for CLIL

Dividing into subgroups

using sweets

Warming up: Odd one word out

a) pen
b) pencil
c) black
d) schoolbag
 True/false activity
When reading true or false sentences from the text, have the learners
stand up whenever the statement is false and sit down when the
statement is right
 Reflection
praise active students with
phrases such as: “Good job!
Self-assessment: Hand signals Well done!”

 Learners make comments about the lesson orally

 to look at lesson objectives that were set at the beginning of the lesson
 think and say what they did well in the lesson and what needs improvement
Thanks for your attention
Lesson №16
Checkpoint 2
Lesson objectives:
 All learners will be able to:
pronounce the topic words intelligibly, count to ten.

 Most learners will be able to:

use the sum structures Six and one is… ..

 Some learners will be able to:

correct the wrong sum by pronouncing the words clearly
 Greeting
Revising the previous lesson: Storytime! Count to ten

Dividing into subgroups

Number board races: say numbers, write them

using puzzle pictures on board.

Warming up: Odd one word out

a) pen
b) pencil
c) black
d) schoolbag
 A sum/colour activity
the class divided into two teams. There given a wrong sum 2+3=4 on the
blackboard – each number is a different colour. Learners in groups discuss
together and find the right answer and say a number and colour e.g. black five.

Learners are given a worksheet with a range of jumbled numbers 1-10 to

colour according to teacher or active learner’s instructions.
 Reflection
praise active students with
Oral comments phrases such as: “Good job!
Well done!”

 Learners make comments about the lesson orally

 to look at lesson objectives that were set at the beginning of the lesson
 think and say what they did well in the lesson and what needs improvement
Thanks for your attention
Lesson №17
Objects around me
Lesson objectives:
 All learners will be able to:
talk about things in a room using the structures: This is my bed. It is brown.

 Most learners will be able to:

listen to and sing the song My Room with the help of the teacher.

 Some learners will be able to:

demonstrate a model This is my bed. It’s blue. I like it very much
 Greeting
Revising the previous lesson: Checkpoint 2 Is it a..? drawing game

Someone begins to draw on the board. She/he may draw a line

or a circle, etc, but only part of the drawing. Then the others
Dividing into subgroups guess what is it.

using puzzle pictures

Warming up: Brainstorming

How do you think what words come to your mind

when you hear the word combination “objects
around me”?
 Things around me

My room Groups are given a worksheet with an empty room

outline on it. Learners are asked to stick colorful
room object cutouts around the room.
This is my chair
It’s just for me!
This is my desk and my TV
My room is cool,
My room is fun,
My room is Number One!

This is my table
It’s just for me!
This is my bed and my TV
My room is cool,
My room is fun,
My room is Number One!
 Reflection
praise active students with
phrases such as: “Good job!
Self-assessment: Hand signals Well done!”

 Learners make comments about the lesson orally

 to look at lesson objectives that were set at the beginning of the lesson
 think and say what they did well in the lesson and what needs improvement
Thanks for your attention