Module 2 Lesson plan 9 OPTIONAL 4 страница

Module 1

LESSON: Module 1 Lesson 6

The Theme: Animal song and dance (2), SA1

Date:

Teacher's name:

CLASS:

Learning objective(s) that this lesson is contributing to

To explore other subject areas (Maths); to learn how many legs animals have got; to talk about location; to say what some animals are doing.

Check pupils’ knowledge on Module 1

Lesson objectives

All learners will be able to:

3.UE10 use common present continuous forms [positive, negative, question] 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

Assessment criteria

Learners have met the learning objectives if they can explore other subject areas (Maths); learn how many legs animals have got; talk about location; say what

some animals are doing.

Language focus

Structures: Prepositions of place, present continuous, the definite article (the)

Language in use: How many legs? Two plus two is four. Where’s the duck in your picture? It’s in the tree. Look at the ducks! What are they doing?

Target vocabulary

Numbers: Consolidation.

Animals: snake, duck, horse, butterly, spider

Cross - curricular links

Maths (Ex. 26)

Extra materials

The How Many Legs? poster.

Previous learning

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

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

Plan

Planned timings

Planned activities (replace the notes below with your

planned activities)

Smiles Resources

BEGINNING THE LESSON 3.L2

Play the song from the previous lesson. The pupils sing along.

Ask some pupils to present their portfolio activities from the previous lesson.

PRESENTATION AND PRACTICE 3.L9

How many legs? Count and write.

Pupils’ books closed. Explain to the pupils, in L1 if necessary, that you are going to talk about animals and how many legs they have got. Ask pupils to name some animals they know and how many legs they’ve got.

Point to one of your legs and say: One leg. Then, point to both of your legs and say: Two legs.

Write on the board: 1+1=2. Say: One plus one is two. The pupils repeat, chorally and/or individually. Explain to the pupils that we use + when we want to add something to something else and = to show the result of the addition. Ask individual pupils to come to the front of the classroom. Put them in line, point to their legs and ask questions.

Interactive Whiteboard Software

3.L2 3.UE10 3.W1

e.g. Teacher: (pointing to a pupil’s legs) How many legs have you got? Pupil 1: Two. Teacher: (pointing to the legs of two pupils) How many legs have you and Kairat got? Pupil 2: Four. Teacher: Yes, four. Two legs plus two legs is four legs. etc Put up the How Many Legs? poster on the board. Point to the first picture and say: Snake. The pupils repeat, chorally and/or individually. Then ask: How many legs has the snake got? Elicit: The snake hasn’t got any legs! Point to the second picture and say: Duck. The pupils repeat, chorally and/or individually. Then ask: How many legs has the duck got? Elicit: Two. Follow the same procedure and present the rest of the animals. Pupils’ books open. Tell the pupils to look at the animals, count their legs, do the sums and write the numbers. Allow the pupils some time to complete the activity. Check their answers. Answer key: 2 fourteen 3 four 4 eight 5 ten 6 six Where are the following animals in your friend’s picture? Talk with him/her and find out. Pupils’ books closed. Put your pen on the book. Say, then write on the board: Where’s my pen? On the book. Underline the word in bold. The pupils repeat after you. Follow the same procedure and present the rest of the prepositions. Remind the pupils that the definite article the is used in front of a noun when we know exactly what we are referring to. Pupils’ books open. Go through the prepositions briefly. Then point to the picture and elicit the names of the animals. Read the example and explain the activity. The pupils, in pairs, ask and answer questions as in the example. Suggested answer key 2 A: Aidar, where’s the horse in your picture? B: It’s under the tree. 3 A: Aidar, where’s the butterfly in your picture? B: It’s above the tree. 4 A: Aidar, where’s the spider in your picture? B: It’s on the house. 5 A: Aidar, where’s the snake in your picture? B: It’s near the house. Talk with your friend. - For weaker classes: Point to the picture and elicit the names of the animals and the actions. Write them on the board: ducks – swimming, frogs – jumping, eagles – flying, cats – climbing a tree, rabbits – hopping, goats – eating. Read the example and explain the activity. Then

Interactive Whiteboard Software

the pupils, in pairs, ask and answer as in the example.

- For stronger classes: Point to the picture and elicit the names of the animals and the actions. Read the example. Remind the pupils that we use the present continuous to describe actions happening at the moment we are talking. Then pupils, in pairs,

ask and answer questions as in the example.

Suggested answer key

A: Look at the frogs! What are they doing? B: They’re jumping.

A: Jumping? Cool!

A: Look at the eagles! What are they doing? B: They’re flying.

A: Flying? Cool!

A: Look at the cats! What are they doing? B: They’re climbing a tree.

A: Climbing a tree? Cool!

A: Look at the rabbits! What are they doing? B: They’re hopping.

A: Hopping? Cool!

A: Look at the goats! What are they doing? B: They’re eating.

A: Eating? Cool!

Pupils do the tasks of SA 1.

ENDING THE LESSON

Give pupils an even number, e.g. four. The pupils think of animal(s) whose total number of legs is (four).

Repeat as many times as you think is necessary.

e.g. Teacher: Six.

Pupil 1: A horse and a duck. 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

Assessment – how are you

Cross-curricular links

give more support? How do you plan to

planning to check learners’

Health and safety check

challenge the more able learners?

learning?

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?

Module 1

LESSON: Module 1 Lesson 7

The Theme: Unit Revision (Our World)

Date:

Teacher's name:

CLASS:

Learning objective(s) that this lesson is contributing to

To talk about zoos in the USA and in Kazakhstan; to consolidate the language of the module.

Check pupils’ knowledge on Module 1

Lesson objectives

All learners will be able to:

3.UE8 use simple imperative forms [positive and negative] for basic commands and instructions (during SA1 and in Module 2 School Rules)

3.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities

3.L1 understand a range of short basic supported classroom instructions (during SA1 and in Module 2 School Rules)

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

3.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges

Assessment criteria

Learners have met the learning objectives if they can: To talk about zoos in the

USA and in Kazakhstan; to consolidate the language of the module.

Language focus

Structures: Consolidation.

Language in use: The San Diego Zoo in California, USA, is very big. There are over

3,700 animals there. Visit Almaty Zoo in Kazakhstan and see animals from all over the world! You can see zebras, elephants and even white lions.

Target vocabulary

Animals: lions, elephants, giraffes, pandas, zebras

Cross - curricular links

Maths

ICT skills

Using audios

Extra materials

Pictures of animals (panda, zebra, lion, giraffe, elephant) for Ex. 29.

Formative Assessment Worksheets for Module 1, one for each pupil.

Previous learning

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

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

Plan

Planned timings

Planned activities (replace the notes below with your

planned activities)

Smiles Resources

BEGINNING THE LESSON

Say: Four plus four is eight. Ask pupils to say if that is true or false. Repeat with some more additions.

PRACTICE 3.R3

Listen and read.

(Activities to introduce and practise the topic of the lesson.)

Pupils’ books closed. Put the pictures of the animals you have brought to class on the board. Point to them and name each animal. The pupils repeat after you. Ask

Interactive Whiteboard Software

3.R3	the pupils, in L1 if necessary, to tell you what they know about these animals (where they live, what they eat, etc.) If you wish, play a guessing game. Describe an animal and the pupils try to guess it. e.g. Teacher: It has got four legs, it is black and white and it eats bamboo. What is it? Class: It’s a panda! Pupils’ books open. Ask the pupils to look at the pictures. Have a picture discussion. e.g. Teacher: (pointing to the giant panda) What animal is it? Pupil A: It’s a giant panda. Teacher: What colour is it? Pupil B: It’s black and white. etc. Play the CD. The pupils listen and follow the texts in their books. Look, read and complete. Explain the activity. Allow the pupils some time to read the text silently and complete the activity. Check their answers. *Answer key:* 1 3,700 3 world 2 pandas 4 lions Then individual pupils read out the texts.			Interactive Whiteboard Software or Track 11 CD1
ENDING THE LESSON 3.S3 3.S6	*Extension activity (Optional)* Project: My favourite zoo Ask the pupils, in pairs, to make a collage of drawings or pictures of a zoo from their country and write a short description. They can use the Internet to find pictures and information. Alternatively, assign it for homework. The pupils then present their projects to the class. Display their work in the classroom. Suggested answer key Visit Karagandy Zoo in Kazakhstan and see kangaroos, wolves, bears and more. Karagandy zoo is a very special place to visit! Note: Once you have corrected their writing activities, guide your pupils on how to file them in their Language Portfolios. *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?		Assessment – how are you planning to check learners’ learning?	Cross-curricular links Health and safety check ICT links Values links

Module 1

LESSON: Module 1 Lesson 8		The Theme: Unit Revision
Date:		Teacher's name:
CLASS:
Learning objective(s) that this lesson is contributing to	To talk about zoos in the USA and in Kazakhstan; to consolidate the language of the module. Check pupils’ knowledge on Module 1
Lesson objectives	All learners will be able to: 3.L4 recognize with support short basic questions relating to features such as colour and number 3.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines 3.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines 3.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges
Assessment criteria	Learners have met the learning objectives if they can: To talk about zoos in the USA and in Kazakhstan; to consolidate the language of the module.
Language focus	Structures: Consolidation. Language in use: The San Diego Zoo in California, USA, is very big. There are over 3,700 animals there. Visit Almaty Zoo in Kazakhstan and see animals from all over the world! You can see zebras, elephants and even white lions.
Target vocabulary	Animals: lions, elephants, giraffes, pandas, zebras
ICT skills	Using audios
Extra materials	Pictures of animals (panda, zebra, lion, giraffe, elephant) for Ex. 29. Formative Assessment Worksheets for Module 1, one for each pupil.
Previous learning	‘Animal’ vocabulary, the verb ‘have got’ (affirmative, negative and interrogative), adjectives, demonstrative pronouns (this, that, these, those), articles (a, an, the), some/any
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)		Smiles Resources
BEGINNING THE LESSON	Say: Four plus four is eight. Ask pupils to say if that is true or false. Repeat with some more additions.
PRACTICE 3.L4 3.S3 3.S3 3.S3	CHECKPOINT 1 Read and number. Elicit the animals in the pictures. The pupils then read the sentences and number the pictures. *Answer key:* B 5 C 2 D 1 E 3 F 4 Look and complete. The pupils look at the pictures and complete the sentences with the words in the list. *Answer key:* 1 mouth 2 head 3 ears 4 eyes 5 legs Read and underline. The pupils read the sentences and underline the correct words in bold. *Answer key:* 1 haven’t 2 Have 3 has 4 have		Interactive Whiteboard Software or Track 11 CD1

3.S2 3.S6 3.L4	Read and choose. The pupils read the questions and choose the correct answer for each. *Answer key:* 2 d 3 f 4 c 5 a 6 e Extra Check: The pupils are now ready to do pages 12 - 13 in the Activity Book.
ENDING THE LESSON	*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?		Assessment – how are you planning to check learners’ learning?	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

Module 2 Day & Night Lesson plan 1

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