Module 2 Lesson plan 9 OPTIONAL 2 страница

LESSON: Module 1 Lesson 1

The Theme: Animal types

Date: 03.09.2019

Teacher's name: Kozhakhmet Zhanel

CLASS: 3

To talk about animal types; to talk about elephants, snakes and penguins.

All learners will be able to:

3.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines

3.L5 identify missing phonemes in incomplete words

3.UE14 use basic prepositions of location and position: at, behind, between, in, in front of, near, next to, on, to to describe where people and things are use prepositions of time: on, in, at to talk about days and times (the usage of prepositions is given in Module 4 “Our Town” )

3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts

3.UE5 use interrogative pronouns including which, what, where, whose to ask who people are and what they are doing (pronouns which, where, whose are practiced in Module 6)

Learners have met the learning objectives if they can talk about animal types: about

elephants, snakes and penguins.

Structures: Interrogative pronouns (what, which); Present Simple

Language in use: I live on land. I eat eggs and small animals. I look for food at night.

What am I? I’m a snake. Do snakes live in Antarctica? Yes, they do./No, they don’t.

mammal: elephant reptile: snake bird: penguin

Science (Exs 1 and 4)

Using videos& pictures, working with URLs (Internet)

‘Animal’ vocabulary

Plan

Planned activities (replace the notes below with your

planned activities)

(An activity to introduce yourself and greet the pupils.)

Wait by the door and greet the pupils as they arrive.

When everyone is seated, write your name on the board and introduce yourself to the class. Point to your name on the board and to yourself and say: Hello, I’m (Mrs Sharipova).

Say: Hello again. The pupils repeat, chorally and/or individually. Stand in front of a pupil, introduce yourself and elicit his/her name.

Repeat with some more pupils.

e.g. Teacher: Hello, I’m Mrs Sharipova. Pupil 1: Hello, I’m Assel. etc

Have the pupils go around the classroom, shake hands and introduce themselves.

Ask the pupils to use the Internet or other sources and find some facts about the elephant or the penguin. They can include a picture or a drawing. Tell them to use the sentences in Ex. 3 as a model. Allow them time to finish their assignment. Alternatively, assign it for homework.

Have them present their assignments to the class during this lesson or the next. Display their work in the classroom. Note: Once you have corrected their assignments,

guide your pupils on how to file them in their Language Portfolios.

(An activity to consolidate the language of the lesson.) Divide the class into two teams, A and B. Invite a pupil from each team to the board. Whisper an

animal from the lesson to the pupils. The pupils then have to draw clues on the board related to the

animal. They are not allowed to speak, write words or use gestures. Each team has two minutes to guess the correct animal. The first team to do so, wins a point for his/her team. Continue with other pupils from each team. The team with the most points wins the game.

ACTIVITY BOOK (Optional)

If you wish, you can assign some or all of the corresponding activities from the Activity Book for

homework. If this is the case, make sure you explain them first in class.

Additional information

Differentiation – how do you plan to

Cross-curricular links

give more support? How do you plan

Health and safety check

to challenge the more able learners?

ICT links

Values links

Reflection

Were the lesson objectives/learning objectives realistic?

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

Did I stick to timings?

What changes did I make from my plan and why?

LESSON: Module 1 Lesson 2

The Theme: Body parts

Date:

Teacher's name:

CLASS:

To talk about parts of the body; to practise describing appearance.

All learners will be able to:

3.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines

3.L5 identify missing phonemes in incomplete words

3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts

Learners have met the learning objectives if they can talk about parts of the body;

describe appearance.

• Structures: the verb ‘have got’ (affirmative), adjectives

• Language in use: We have got green eyes. It’s got one mouth.

Parts of the body: hair, legs, nose, head, hands, ears, mouth, eyes

Using audios

• Flashcards (1-8);

• Pictures of mammals, reptiles and birds for the Beginning the Lesson activity.

‘Animal’ vocabulary

Plan

Planned activities (replace the notes below with your

planned activities)

(An activity to revise the vocabulary of the previous lesson.)

Show the pupils the pictures of the animals you have brought to class and ask them to say if the animal in the picture is a mammal, reptile or bird.

Listen, point and repeat. Then number.

Pupils’ books closed. Put up the flashcards, one at a time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each flashcard in random order. Ask individual pupils to name the part of the body. Ask the rest of the class for verification.

Extension (Optional)

Name a part of the body. Ask the pupils to point to the corresponding part on their body. Repeat as many times as you think is necessary.

Pupils’ books open. Play the CD. The pupils listen, point to the pictures and repeat the words. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually. Then they write the corresponding number next to each word. Check their answers.

Answer key legs 8 head 1 ears 4 eyes 3 nose 5 hands 7

mouth 6

(An activity to consolidate the language of the lesson.)

Ask the pupils to describe their best friend.

e.g. Pupil 1: My best friend is Ulan. He’s got black hair and green eyes. etc

ACTIVITY BOOK (Optional)

If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class.

Additional information

Differentiation – how do you plan to

Cross-curricular links

give more support? How do you plan to

Health and safety check

challenge the more able learners?

ICT links

Values links

Reflection

Were the lesson objectives/learning objectives realistic?

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

Did I stick to timings?

What changes did I make from my plan and why?