Module 2 Lesson plan 9 OPTIONAL 3 страница

LESSON: Module 1 Lesson 3

The Theme: Body parts (1)

Date:

Teacher's name:

CLASS:

To listen to and read a story about the characters’ experience on a farm; to practise describing a monster; to learn how to pronounce the sound \ɒ\.

All learners will be able to:

3.R5 understand the main points of simple sentences on familiar topics by using contextual clues

3.R1 read and spell out words for others

3.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

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

3.L6 understand some specific information in short, slow, carefully articulated talk on routine and familiar topics

Learners have met the learning objectives if they can listen to and read a story about the characters’ experience on a farm; describe a monster; learn how to

pronounce the sound \ɒ\.

Structures: Consolidation.

Language in use: Time for bed! What’s that? It’s got two big eyes! Has it got any ands?

Yes, it has. Biscuit? That’s a funny name!

Consolidation

Using audios

‘Animal’ vocabulary, the verb ‘have got’ (affirmative), adjectives

Plan

Planned activities (replace the notes below with your planned activities)

(An activity to revise the language from the previous lesson.)

Ask the pupils to describe their partner (hair, eyes).

e.g. Assel’s got red hair and green eyes.

Listen and read.

Go through the pictures of the story and set the scene by asking the pupils questions about what they can see in the pictures.

e.g. Teacher: (pointing to the children and grandma in picture one) Liam, Lilly and Daisy are with Daisy’s Grandma and Grandpa.

(pointing to the big eyes in picture two) What are these?

Class: Eyes

Teacher: Yes! Two big eyes! etc

Play the CD. The pupils listen and follow the story in their books. Then individual pupils read out the story.

Read the story and choose.

The pupils repeat, chorally and/or individually. Point to the letter again and ask the pupils to say the sound.

Refer the pupils to the pictures. Point to the dog and say:

\ɒ\ – dog. The pupils repeat, chorally and/or individually.

Check their pronunciation. Repeat the procedure for long and body. Play the recording. The pupils listen, point and repeat. Then point to the pictures at random and elicit the sound and the words.

Complete. Then listen and repeat.

Refer the pupils to the picture. Elicit dog, long and body. Draw the pupils’ attention again to the \ɒ\ sound. Allow the pupils some time to complete the missing letters. Check their answers.

Answer key

Bob, the dog has got a long body!

Play the CD for the pupils to listen and repeat. Ask individual pupils to read out the phrase. Check their pronunciation and intonation.

Extension (Optional)

Write the following words on the board: long, duck, frog, funny, body, nose, dog, doll. Ask individual pupils to come to the board and circle the words that have the

\ɒ\ sound. Ask the rest of the class for verification.

Answer key

long, frog, body, dog, doll

(An activity to consolidate the language of the lesson.) Ask the pupils to draw a dog. When they finish, have them present their drawings to the class and describe their dogs. Display their work in the classroom.

e.g. Pupil 1: My dog is really cute! It’s brown and white. It’s got brown eyes and a long tail.

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

LESSON: Module 1 Lesson 4

The Theme: Body parts (2)

Date:

Teacher's name:

CLASS:

To talk about farm animals and pets.

All learners will be able to:

3.R5 understand the main points of simple sentences on familiar topics by using contextual clues

3.R1 read and spell out words for others

3.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

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

3.L6 understand some specific information in short, slow, carefully articulated talk on routine and familiar topics

Learners have met the learning objectives if they can talk about farm animals and

pets.

Structures: the verb ‘have got’ (negative/interrogative/short answers)

Language in use: Nanny Rose hasn’t got black hair. Has Liam got red hair? Yes, he has. My pet has got a big body and four short legs.

Farm animals: cow, goat, rabbit, chicken, duck, frog

Pets: pony, dog, cat, parrot

Using audios

The On the Farm poster.

‘Animal’ vocabulary, the verb ‘have got’ (affirmative), adjectives

Plan

Planned activities (replace the notes below with your planned activities)

Ask two pupils to come to the front of the classroom and act out the dialogue from the previous lesson (Ex. 14). Repeat the activity with other pupils.

Listen, point and repeat. Then match.

Pupils’ books closed. Put up the On the Farm poster on the board. Point to each animal, one at a time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each animal in random order. Ask individual pupils to name the animal. Ask the rest of the class for verification.

Extension (Optional)

Name an animal. The pupils mime it or make a sound associated with this animal. Repeat with other animals. Pupils’ books open. Play the CD. The pupils listen, point to and repeat the words. Play the CD again

their answers.

Answer key: dog

Ask the pupils to draw an animal on a piece of paper without showing it to anyone. In pairs, the pupils ask and answer questions to find out their partner’s animal.

e.g. Pupil 1: Has it got big ears? Pupil 2: No, it hasn’t. 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 give more support? How do you plan to challenge the more able learners?

Cross-curricular links Health and safety check ICT links

Values links

Reflection

Were the lesson objectives/learning objectives realistic?

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

LESSON: Module 1 Lesson 5

The Theme: Animal song and dance (1)

Date:

Teacher's name:

CLASS:

To talk about farm animals; to write about a farm; to develop the pupils’ listening skills through a song.

All learners will be able to:

3.UE4 use determiners a, an, the, some, any, this, these, that, those to identify things (a, an, the are also practiced in Module 1 Lesson 2, some, any are practiced in Module 4 Buildings )

3.L9 recognise the spoken form of familiar words and expressions

3.L2 recognise with considerable support an increasing range of common personal questions

3.W1 write with support short responses at phrase level to questions and other prompts

Learners have met the learning objectives if they can talk about farm animals;

write about a farm; develop listening skills through a song.

Structures: demonstrative pronouns (this, that, these, those), articles (a, an, the), some/any

Language in use: Grandpa has got ten cows now! This is a frog. I’ve got a goat and

an eagle. I’ve got some cows, too! I haven’t got any chickens.

Consolidation

Using audios

‘Animal’ vocabulary, the verb ‘have got’ (affirmative, negative and

interrogative), adjectives

Plan

Planned activities (replace the notes below with your planned activities)

Write vocabulary words from the previous lesson on the board with certain letters missing. Ask individual pupils to come to the board and complete the words.

Ask the rest of the class for verification.

Listen and read. Then complete.

Refer the pupils to the picture and ask them questions.

e.g. Teacher: (pointing to Daisy) Who’s this? Pupil 1: Daisy.

Teacher: (pointing to the cow) What animal is this? Pupil 2: It’s a cow. etc

Play the CD. The pupils listen and follow along in their books. Allow the pupils some time to read the text silently and complete the activity. Check their answers. Answer key: 1 cows 2 chickens 3 goats

Then individual pupils read out the text.

Look and say. Then write: This , That , These or Those .

Pupils’ books closed. Stand near a schoolbag, point to it

I’ve got a cat and It’s big and fat!

Miaow, miaow, miaow It goes like that!

Which animals have you got on your farm? Look, choose and say. Then make your Farm Book .

Refer the pupils to the pictures. Elicit the animals. Then read the sentences in the speech bubble aloud. Remind pupils that we use a before singular nouns that start with a consonant and an before singular nouns that start with a vowel. Also revise the use of some and any. Remind pupils that we use some with countable plural nouns in affirmative sentences and any with uncountable nouns in interrogative and negative sentences. Explain the activity. The pupils choose which animals they have got on their farm. Ask individual pupils to

report back to the class.

Suggested answer key

I’ve got a dog and some chickens. I’ve got a goat, too! I haven’t got any cows.

Then ask the pupils to find pictures of farm animals and make their own farm books. Have them cut out the farm animals and glue one animal per page. The pupils can also draw the animals, if they choose to. Go around the classroom proving any necessary help. When they finish, help them staple the pages together.

Alternatively, assign it for homework.

Note: Once you have checked their projects, guide your pupils on how to file them in their Language Portfolios.

Project: Home needed

Divide the class into groups. Assign each group the names of some animals, e.g. horse, goat, mouse, rabbit, etc. Ask the pupils to draw a home for each of the animals (i.e. a farm for the goat and the horse, a cage for the mouse and the rabbit, 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 give more support? How do you plan to challenge the more able learners?

Cross-curricular links Health and safety check ICT links

Values links

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

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