Module 2 Lesson plan 9 OPTIONAL 5 страница

LESSON: Module 2 Lesson 1

The Theme: Day & Night (1)

Date:

Teacher's name:

CLASS:

To talk about sources of light; to talk about day and night.

All learners will be able to:

· 3.S4 respond to basic supported questions giving personal and factual information

· 3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts (also is practiced in ex14, р. 23, Story time pp.32-33)

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

· 3.L1 understand a range of short basic supported classroom instructions (following the instructions when doing exercises)

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

· 3.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

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

· 3.L7 use contextual clues to predict content in short, supported talk on routine and familiar topics

Learners have met the learning objectives if they can talk about sources of light; about day and night.

Structures: Consolidation.

Language in use: Which light comes from nature? Which light do we make?

Sources of light: candle, torch, stars, lamp, trafic lights, moon

daytime, night-time

Science (Exs 2 and 4)

Completed Progress Report Cards.

‘Animal’ vocabulary

Plan

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

Hand out the completed Progress Report Cards for the previous module and ask the pupils to file them in their Language Portfolios.

Ask: How can you see during the day? What helps us see? Elicit: The sun. Then ask: What helps us see at night?

Elicit: The moon, electricity, 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

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·

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 2 Lesson 2

The Theme: Day & Night (2)

Date:

Teacher's name:

CLASS:

To talk about clothes and accessories.

All learners will be able to:

· 3.S4 respond to basic supported questions giving personal and factual information

· 3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts (also is practiced in ex14, р. 23, Story time pp.32-33)

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

· 3.L1 understand a range of short basic supported classroom instructions

(doing exercises and in Module 2 Lesson School Rules pp.26-27)

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

· 3.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

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

· 3.L7 use contextual clues to predict content in short, supported talk on routine and familiar topics

Learners have met the learning objectives if they can: Talk about clothes and accessories.

Structures: plurals (regular and irregular)

Language in use: There are two boys in the bedroom. There are two jumpers. How many jumpers are there?

Clothes and accessories: cap, scarf, gloves, boots, jumper, jeans;

put on, take off

Using audios

The Clothes poster.

'Sources of light' vocabulary

Plan

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

Write a few words/phrases from the previous lesson on the board but with jumbled letters. Ask the pupils to unscramble the letters and write the words in their notebooks. Check their answers.

Listen and draw the lines. Ex. 8 p.21 Play the CD, twice if necessary. The pupils listen and complete the activity. Check their answers.

The pupils draw a line from the remote control to the bedroom. The pupils draw a line from the laptop to the bathroom. The pupils draw a line from the lamp to the bedroom. The pupils draw a line from the clock to the bedroom. The pupils draw a line from the microwave to the kitchen. The pupils draw a line from the mobile phone to the bathroom.

Sources of Energy. Ex.9 p.21 Look at the things in ex.8 again. Which use electricity? Which use electricity and batteries? Tell the class. Explain what electricity and battery mean. Read the example and explain the activity. Answer keys:

Cookers use electricity. Clocks use electricity and battery. Microwave use electricity. Laptop use electricity and batteries. Remote controls use batteries. Mobile phones use batteries. Lamps use electricity.

Say one of the words from the lesson. Ask a pupil to draw it on the board. Ask the rest of the class for verification.

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?

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 2 Lesson 3

The Theme: Sources of light (1)

Date:

Teacher's name:

CLASS:

To listen to and read a story about the characters playing football; to practise talking about clothes; to learn how to distinguish between and pronounce the sounds \tʃ\ and \ʃ\.

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.UE3 use common adjectives in descriptions and to talk about simple feelings

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

· 3.W7 spell some familiar high-frequency words accurately during guided writing activities

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

Learners have met the learning objectives if they can: listen to and read a story about the characters playing football; talk about clothes; learn how to distinguish between and pronounce the sounds \tʃ\ and \ʃ\.

Structures: Consolidation.

Language in use: Take off your caps and scarves! And your jumpers, too. Hey!

Those

dogs have got our clothes! I like that scarf! Which one?

Consolidation

Using audios

'Sources of light' & 'Clothes and Accessories ' vocabulary

Plan

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

Divide the class into two teams, A and B. Write a word from the previous lesson on the board. A pupil from each team comes to the board and writes another word using one of the letters. Each correct answer gets one point. The team with the most points is the winner.

· Listen and read. Ex.10 p. 22

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 picture 1) Where are Liam and Jake?

Class: At the park.

Teacher: What do they want to play?

them.)

· Listen, point and repeat.

Refer the pupils to the picture of cherry and say: ch \tʃ\

– cherry. The pupils repeat, chorally and/or individually. Check their pronunciation. Repeat the procedure for chase. Point to the picture of dish and say: sh \ ʃ \ – dish. The pupils repeat, chorally and/or individually. Check their pronunciation. Repeat the procedure for fish. Explain to the pupils the difference between the two sounds, \tʃ\ and \ ʃ \. Play the CD. The pupils listen, point and repeat. Then point to the pictures at random and elicit the sounds and the words. Extension activity (Optional)

Write the following words on the board: chicken, sheep, shop, choose, short, child. Ask individual pupils to come to the board, read out the words and write them next to the correct sound.

Answer key: \tʃ\: chicken, choose, child \ʃ\: sheep, shop, short

· Complete. Then listen and repeat.

Refer the pupils to the picture. Elicit cherry, ish, dish and chase. Draw the pupils’ attention again to the \tʃ\ and \ʃ\ sounds. Allow the pupils some time to complete the missing letters in their notebooks. Check their answers.

Answer key: The cherry is chasing the dish and the fish! Play the CD for the pupils to listen and repeat. Ask the pupils to read out the sentence. Check their pronunciation and intonation.

Ask the pupils to work in pairs. One pupil names the clothes/accessories he/she wants to buy, e.g. blue jeans, red gloves, etc and the other draws rough sketches of the items. Then they swap roles.

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

·

·

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