Module 2 Lesson plan 9 OPTIONAL 7 страница

LESSON: Module 2 Lesson 7

The Theme: SAT 1

Date:

Teacher's name:

CLASS:

Check pupils’ knowledge of Term 1

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.L5 identify missing phonemes in incomplete words

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

All learners will be able to:

identify some detailed arguments in the SAT and use some target vocabulary to make simple points accurately in response to prompts and in written work

Learners have met the learning objectives if they can:

Grammar of Modules 1-2

Vocabulary of Modules 1-2

Maths , Science, Social Science

Using audios

Assessment Worksheets for SAT 1, one per pupil.

Plan

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

Set the objectives of the lesson.

Go through the tasks to be sure pupils know what they need to do and how to do the tasks.

Give pupils time to do the tasks on Listening (Play the recording twice. Pupils listen and complete the task), Use of English and Reading.

Pupilss do speaking task.

Ask pupils to tell what was difficult for them in the test.

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

LESSON: Module 2 Lesson 8

The Theme: Unit Revision

Date:

Teacher's name:

CLASS:

To talk about traditional costumes from Scotland, Kazakhstan and Japan.

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.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: Talk about traditional costumes from Scotland, Kazakhstan and Japan.

Structures: Consolidation.

Language in use: Hello! My name’s Angus and I’m from Scotland. I’m wearing my kilt.

Countries: Scotland, Kazakhstan, Japan

Clothes: kilt, traditional costume, kimono

Using audios

Formative Assessment Worksheets for Module 2, one per pupil.

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

Plan

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

Ask pupils to present their posters from the previous lesson.

· Listen and read.

Pupils’ books open. Ask the pupils to look at the pictures. Have a picture discussion.

e.g. Teacher: (pointing to the Scottish boy) Where is he from?

Pupil 1: From Scotland.

Teacher: Yes. He’s wearing a kilt. etc

Play the CD. The pupils listen and follow the texts in their books.

· Read and choose.

Explain to the pupils that they have to read the texts silently and choose the correct word. Tell the pupils to underline the sentences in the texts where they found the answers. Allow the pupils some time to complete the activity. Check the pupils’ answers. Then ask individual pupils to read out the texts.

Answer key: 1 a 2 b 3 b 4 a 5 a 6 b

CHECKPOINT 2

· Number.

Elicit the items of clothing depicted. The pupils then number the pictures accordingly.

Answer key: 1 scarf 2 gloves 3 boots 4 jumper 5 jeans

· Write the plurals.

The pupils read the words and write the plurals.

Answer key: 1 boots 2 caps 3 scarves 4 knives 5 fish

· Read and underline.

The pupils read the sentences and underline the correct words in bold.

Answer key: 1 longer 2 bright 3 bigger 4 smaller 5 short

· Read and choose.

The pupils read the sentences and complete them.

Answer key:1 A 2 A 3 A 4 B 5B 6 B 7 B 8 A 9 B 10 A

Extra Check: The pupils are now ready to do page 22 in the Activity Book.

Project: My favourite traditional costume

Ask the pupils, in pairs, to make a collage of drawings with traditional costumes from their country.

Alternatively, assign it for homework. The pupils then present their collages. Display their work somewhere in the classroom.

Suggested answer key:

This is a traditional dress from Kazakhstan.

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

LESSON: Module 2 Lesson 9

The Theme: Storytime! (Twinklinka)

Date:

Teacher's name:

CLASS:

To practise reading for pleasure; to listen to and read a story from Sri Lanka about Twinklinka, a beautiful but vain doll.

All learners will be able to:

· 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: practise reading for pleasure; listen to and read a story from Sri Lanka about Twinklinka, a beautiful but vain doll.

Structures: Consolidation.

Language in use: This doll is perfect for a little princess. You are very beautiful. I haven’t got enough money for that one dear. What about me? You’re dirty and ugly. You’ve got a heart of gold!

princess, beautiful, money, dirty, ugly

Using audios

Flashcards (15-19); Story cards

Photocopies of the story cards from the Teacher’s Resource Pack CD-ROM, one set per pupil.

Plan

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

Write the word beautiful on the board and explain/ elicit

what it means, in L1 if necessary. Ask the pupils what they think makes a person beautiful. Ask, in L1 if necessary, if a person’s beautiful appearance also makes them a good person. Explain to the pupils that they’re going to read a story from Sri Lanka about a doll named Twinklinka.

· Listen, point and repeat.

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)

Ask the pupils to look at all the flashcards again. Invite guesses, in L1 if necessary, as to how they are related to the story. Accept all answers.

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.

· Listen and read. Twinklinka is a very beautiful doll! True or False?

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

e.g. Teacher: (pointing to picture one) Look at Twinklinka. Is she beautiful?

Class: Yes.

Teacher: She’s the perfect doll for a princess! etc

Play the CD. The pupils listen and follow the story in their books. Refer the pupils to the sentence about Twinklinka and check their answers.

Answer key: True

· Who says these sentences? Read the story and choose.

Read the instructions and explain the activity. The pupils read the story and choose the correct picture, A or B. Allow the pupils some time to complete the activity. Check their answers.

Answer key: 1 A 2 B 3 A 4 A

Play the CD again with pauses for the pupils to repeat, chorally and/or individually. Then ask individual pupils to read out the story.

Smiles Values!

Refer the pupils to the Smiles Values! section and read it aloud.

Have a discussion, in L1 if necessary, about the moral of the story. Tell the pupils that appearance can be deceptive. People that look beautiful may not necessarily have a heart of gold! We shouldn’t concentrate on what we see outside, but try to find people that love us for who we are and not for what we look like.

Extension activity (Optional)

Hand out the story cards. Ask the pupils to colour them. Explain to the pupils that they can use the story cards to make their own story books. If you wish, you can do some activities as a class. For instance, you can have the pupils spread out the cards in random order. Play the story with pauses. The pupils listen and raise the corresponding cards.

Project: My favourite toy character from a fairytale Ask the pupils if they know any other stories with toys (Pinocchio, The Tin Soldier, Woody, etc). Then ask them to draw and colour their favourite toy character.

Display their work in the classroom.

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

LESSON: Module 3 Lesson 1

The Theme: Times of my day (1)

Date:

Teacher's name:

CLASS:

To talk about daily routine; To talk about location.

All learners will be able to:

· 3.UE2 use cardinal numbers 1 -50 to count (they will be practiced in Time for CLIL section of Module 3)

· 3.UE14 use basic prepositions of location and position: in, in front of, near, on, to to describe where people and things are (between, next to, behind, at are practiced in the section Our Town) use prepositions of time: on, in, at to talk about days and times

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

· 3.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines

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

Learners have met the learning objectives if they can: Talk about daily routine; talk about location.

Structures: Ordinals, prepositions of place.

Language in use: The first and the ninth clock are blue. Where’s the laptop? It’s in the schoolbag.

Daily routine: get up, have dinner, go to school, come home from school, watch

TV, have breakfast, go to bed, do my homework.

Maths (Exs 2,3)

Completed Progress Report Cards for Module 2.

All the material from Modules 1-2.

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.

· Look at Gulnara’s daily routine and number. Have a class discussion, in L1 if necessary, about daily routines. Ask individual pupils what they do during the day. Write their answers on the board. Refer the pupils to the picture on the previous page and elicit the girl’s routine. Explain the activity. Allow the pupils some time to complete it. Check their answers.

Answer key: b 6 d 5 f 3 h 7 c 4 e 8 g 1

· Look, read and say yes or no .

Present ordinals. Say, then write: (A) is the first letter of my name. Underline the word in bold. The pupils repeat after you. Explain to the pupils how the ordinal numbers are formed.

Drill your pupils:

e.g. Teacher: two Pupil 1: second etc.

Explain the activity. The pupils read the sentences and complete the activity. Check their answers.

Answer key: 1 no 2 yes 3 no 4 yes 5 no

· Talk with your friend.

Revise the prepositions of place. Point to things around the classroom and elicit the prepositions.

e.g. Teacher: (pointing to his/her book) Where is my book?

Pupil 1: It’s on the desk.

Read the example and explain the activity. The pupils, in pairs, ask and answer questions as in the example. Answer key:

2 A: Where’s the clock? B: It’s in front of the picture. 3 A: Where’s the uniform? B: It’s on the bed.

4 A: Where’s the schoolbag? B: It’s under the desk. 5 A: Where’s the lamp? B: It’s between the books.

Name an action from the ones in Ex. 1.

Ask the pupils to mime it.

e.g. Teacher: I get up.

Class: (Pupils mime getting up) 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?

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?