Module 2 Lesson plan 9 OPTIONAL 6 страница

LESSON: Module 2 Lesson 4

The Theme: Sources of light (2) SA 2

Date:

Teacher's name:

CLASS:

To talk about school rules; to ask for and give/ refuse permission. To check pupils’ knowledge of Module 2

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.UE13 use can to talk about ability and to make requests and offers

· use can / can’t to talk about permission

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

· 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: Talk about school rules; ask for and give/ refuse permission.

Structures: past simple; must, must not (mustn’t); can/can’t (permission). Language in use: Gulnara and Marzhan wore their school uniforms. Ann made a lot of noise, but Karlygash was very quiet. You must be quiet in class. You mustn’t shout.

Can I watch TV tonight? No, you can’t.

uniform;

Rules: chew gum, shout, drop litter, be quiet, make noise

Using audios

Copies of SA 1 worksheets, Flashcards (9-14).

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

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 read and match. Pupils’ books closed. Put up the flashcards on the board. Point to them, one at a time, and name them. The pupils repeat, chorally and/or individually. Repeat the procedure with the remaining flashcards. Then point to each flashcard in random order. Ask individual pupils to name them.

Extension activity (Optional)

Remove the flashcards from the board and shuffle them. Write the corresponding word/phrase for each flashcard

Pupil 1: Can I eat your sandwich? Pupil 2: No, you can’t.

Pupil 1: Can I play your violin? Pupil 2: Yes, you can.

Pupil 1: Can I jog in your room? Pupil 2: No, you can’t.

Pupil 1: Can I wear your scarf? Pupil 2: Yes, you can.

Pupil 1: Can I shout in the garden? Pupil 2: Yes, you can.

Checking of pupils’ knowledge of Module 2. Pupils do the tasks of SA 2

Ask a pupil to think of a classroom rule and mime it. The rest of the class tries to guess the rule. Repeat the activity with other pupils.

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 2 Lesson 5

The Theme: Out at Night (School Rules)

Date:

Teacher's name:

CLASS:

To revise school rules; to write about classroom rules; to develop the pupils’ listening skills through a song.

All learners will be able to:

· 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

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

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

· 3.L8 understand short narratives spoken slowly and distinctly on routine and familiar topics

Learners have met the learning objectives if they can: revise school rules; write about classroom rules; develop the pupils’ listening skills through a song.

Structures: Consolidation.

Language in use: We must wear a uniform. We mustn’t chew gum.

Consolidation

Using audios

‘School rules’ vocabulary, the modals ‘must / mustn't’

Plan

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

Say a phrase from the previous lesson e.g. eat in class. Ask a pupil to come to the board and write it. Then ask them to make a sentence with it using must or mustn’t,

e.g. You mustn’t eat in class. etc

· Read and choose. Then listen and check.

Explain the activity. Read the title and ask the pupils to tell you what they think the text will be about. (Rules that pupils have to follow in the classroom.) The pupils read the text silently and circle must or mustn’t. Play the CD. The pupils listen and check their answers.

Answer key: 2 mustn’t 3 mustn’t 4 mustn’t 5 must 6 must

7 mustn’t 8 must

Then individual pupils read out the text.

· Where were they yesterday? Read, match and say.

Explain the activity. Refer the pupils to the sentences.

Explain the meaning of was/were. Allow the pupils

class into pairs or two teams. Allocate one pupil/team as X and the other as O. The pupils take turns making sentences with the phrases given. If the sentence is correct, then they mark the phrase with X or O. The winner is the pupil/team that has three Xs or Os horizontally, vertically or diagonally.

Suggested answer key:

We mustn’t listen to loud music. We mustn’t be late.

You must wear your boots.

You must be kind to your friends. We mustn’t eat in bed.

We mustn’t eat too much chocolate. We must go to bed early.

You must tidy your room. You must help your mum.

Choose and complete Ex. 25 p. 27 point to the pictures and elicit the action and the different parts of the day.

Answer key.

2. during the day 3 at sunset 4 at night

Project: My room rules

Ask the pupils to make a list of rules for their rooms. Ask them to present them to the class.

Suggested answer key:

My Room Rules

You mustn’t eat in here.

You must knock on the door. You mustn’t drop litter.

Maria

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

·

·

LESSON: Module 2 Lesson 6

The Theme: Out at night (2)

Date:

Teacher's name:

CLASS:

To explore other subject areas (Social Science); to learn how to be safe when out at night; to talk about and compare clothes and things to wear when out at night.

All learners will be able to:

· 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

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

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

· 3.L8 understand short narratives spoken slowly and distinctly on routine and familiar topics

Learners have met the learning objectives if they can: explore other subject areas (Social Science); learn how to be safe when out at night; talk about and compare clothes and things to wear when out at night.

Structures: Comparisons.

Language in use: Cars have got lights, but they may still not see you. So this is what you must do. The day is darker.

caps, stickers, shoes, bags, relective stripes,safety

Adjectives: new, old, big, small, long, short, bright, dark, warm, cold, colourful

Social Science (Exs 26 and 29)

Using audios

The Be Bright, Be Seen! poster;

‘School rules’ vocabulary, the modals ‘must / mustn't’

Plan

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

Ask pupils to present their portfolio activities from the previous lesson. Play the song from the previous lesson. Invite the pupils to sing along.

· Read, choose and complete. Then listen and check.

Pupils’ books closed. Write Out at Night on the board. Explain to the pupils, in L1 if necessary, that you are going to talk about ways of being seen at night. Ask the pupils to think of different ways we can be seen when we are out at night. Have a class discussion about why this is important.Put up the Be Bright, Be Seen! poster on the board. Point to the first picture and say: bright

clothes. The pupils repeat, chorally and/or individually.

After the pupils have finished their posters,

they present them to the class. Make sure you display their work somewhere in the classroom.

Say a sentence e.g. My bike is big.Ask a child to respond by making a comparison, e.g. My bike is bigger than your bike. Repeat with some more sentences and pupils.

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

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