Module 2 Lesson plan 9 OPTIONAL 8 страница

LESSON: Module 3 Lesson 2

The Theme: Times of my day (2)

Date:

Teacher's name:

CLASS:

To talk about daily routines; to tell the time.

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

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

· 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 daily routines; tell the time.

Structures: present simple/singular, prepositions of time

Language in use: I get up at seven o’clock. Does he get up at 8?

Time: eight o’clock;

Meals: breakfast, lunch, dinner;

Routines: get up, have a shower, brush my teeth, do my homework

Using audios

Flashcards (20-27).

Daily routine: get up, have dinner, go to school, come home from school, watch TV, have breakfast, go to bed, do my homework;

Ordinals, prepositions of place.

Plan

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

Ask a few pupils to stand up and stand in a row. Ask the rest of the class questions to revise the ordinals.

e.g. Teacher: Who’s third? Class: Kairat! etc.

If you wish, repeat the activity with other pupils.

· What time …? Listen and match.

Play the CD, twice if necessary. The pupils listen and complete the activity. Check their answers.

Answer key: 1 d 2 b 3 a 4 c

AUDIOSCRIPT

Narrator: Hello, Faye. Can I ask you some questions?

Faye: Yes, of course.

Narrator: OK. What time do you get up?

Faye: Get up? Oh, I get up at seven o’clock in the morning.

Narrator: Seven o’clock. Right.

Narrator: Now, what time do you go to school, Faye?

Faye: I go to school at eight o’clock.

Narrator: What time?

Faye: Eight. I go to school at eight o’clock. Narrator: What time do you do your homework? Faye: I do my homework at four o’clock.

Narrator: At four?

Faye: Yes. I do my homework at four o’clock in the afternoon.

Narrator: And what time do you go to bed, Faye?

Faye: I go to bed at nine at night.

Narrator: At nine o’clock. OK, Faye, thank you for ...

Write scrambled sentences on the board. Ask pupils to unscramble them and read them aloud.

ACTIVITY BOOK (Optional)

If you wish, you can assign some or all of the corresponding exercises 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 3 Lesson 3

The Theme: Days of the week (1)

Date:

Teacher's name:

CLASS:

To develop listening and reading comprehension skills through a story; to practise talking about daily routines; to learn how to distinguish between and pronounce the \s\ and \z\ sounds.

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.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts

· 3.UE17 use me, too to give short answers (is practiced in Study Spot)

· 3.S2 ask questions in order to satisfy basic needs and find information on familiar topics 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 (is practiced in Study Spot)

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

· 3.W6 use with support upper and lower case letters accurately when writing names and address (lower case letters of the names of the days of the week is introduced in Module 3, but the rest is practiced in Module 4)

· 3.R1 read and spell out words for others

Learners have met the learning objectives if they can: develop listening and reading comprehension skills through a story; practise talking about daily routines; learn how to distinguish between and pronounce the \s\ and \z\ sounds.

Structures: Consolidation.

Language in use: Every day I get up at eight o’clock. I have a shower and I brush my teeth.

Consolidation

Using audios

Picture Flashcards (20-27).

'Time, Meals and Routines' vocabulary

present simple/singular, prepositions of time

Plan

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

Show the picture flashcards, one at a time, and ask

individual pupils to say the words/phrases. Ask the rest of the class for verification.

· 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 Liam in picture 1) Get up, Liam. It’s time to go to school. (pointing to the clock in

· Listen, point and repeat.

Refer the pupils to the pictures. Point to the picture of gets up and say: \s\ – gets up. The pupils repeat, chorally and/or individually. Check their pronunciation. Repeat the procedure for the picture of drinks. Point to the picture of plays and say: \z\ – plays. The pupils repeat, chorally and/or individually. Check their pronunciation. Explain to the pupils the difference between the two sounds, \s\ and \z\. Play the CD. The pupils listen, point and repeat. Then point to the pictures at random and elicit the sounds and the words.

· Complete. Then listen and repeat.

Refer the pupils to the picture. Elicit gets up, drinks and plays. Draw the pupils’ attention again to the /s/ and /z/ sounds. Allow the pupils some time to complete the words. Check their answers.

Answer key: Sally gets up early, drinks milk and plays football!

Extension activity (Optional)

Write the following words on the board: Saturday, Sam, plays, school, does, has. Ask individual pupils to come to the board and write the words under the corresponding sounds (\s\ and \z\ ).

Answer key: \s\: Saturday, school, Sam \z\: does, plays, has

Say a time. Individual pupils say what they do at that time.

e.g. Teacher: seven o’clock

Pupil 1: I get up at seven o’clock. etc

ACTIVITY BOOK (Optional)

If you wish, you can assign some or all of the corresponding exercises 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 3 Lesson 4

The Theme: Days of the week (2)

Date:

Teacher's name:

CLASS:

To name the days of the week; to describe daily routine

All learners will be able to:

· 3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts

· 3.UE17 use me, too to give short answers

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

Learners have met the learning objectives if they can: name the days of the week; describe daily routine

Structures: present simple (plural)

Language in use: I tidy my room. What day is it? Do Dana and Aidar tidy their rooms on Sunday? No, they don’t.

Days: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday

Using audios

The Days of the Week - poster

'Time, Meals and Routines' vocabulary

present simple/singular, prepositions of time

Plan

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

Ask a pair of pupils to come to the front of the classroom and act out the dialogue from the previous lesson (Ex. 13). Repeat the activity with other pupils.

· Listen, point and repeat.

Pupils’ books closed. Ask: What day is it today? Then say and write: (Wednesday). The pupils repeat, chorally and/or individually. Ask: What day is it tomorrow? Write: (Thursday). The pupils repeat, chorally and/or individually. Follow the same procedure and present the rest of the days.

Extension activity (Optional)

Put up the Days of the Week poster on the board. Ask a pupil to come to the board. Ask him/her to point to his/her favourite day and say what he/she usually does on that day.

e.g. Pupil: My favourite day is Sunday. I go to the cinema. Pupils’ books open. Play the CD. The pupils listen, point to the words and repeat. If you wish, play the CD again,

Tell the pupils that they have to guess what you do on any given day. Brainstorm for ideas and write them on the board, e.g. go to the park, play football, etc. Divide the class into two teams, A and B. Each team takes turns choosing a day and guessing what you do on that day (they have only three guesses). Each correct guess wins a point. The team with the

most points wins.

e.g. Teacher: Which day do you want? Team A Pupil 1: Friday.

Teacher: What do I do on Fridays? Team A Pupil 2: Do you play football?

Teacher: Yes, I do. etc

ACTIVITY BOOK (Optional)

If you wish, you can assign some or all of the corresponding exercises 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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