Module 2 Lesson plan 9 OPTIONAL 9 страница

LESSON: Module 3 Lesson 5

The Theme: At the right time (1)

Date:

Teacher's name:

CLASS:

To talk and write about their favourite day; to develop the pupils’ listening skills through a song.

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.UE14 use basic prepositions of location and position: at, behind, between, in, in front of, near, next to, on, to to describe where people and things are ( in, in front of, near, on, to were practiced in Lesson 1 and 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.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on 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

· 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.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

· 3.L9 recognise the spoken form of familiar words and expressions

Learners have met the learning objectives if they can: talk and write about their favourite day; develop the pupils’ listening skills through a song.

Structures: Consolidation.

Language in use: My favourite day is Sunday. I get up at ten o’clock in the morning and I

have a big breakfast. What day is it today? On which days have you got your English lessons?

Consolidation

Using audios

'Time, Meals and Routines' vocabulary

present simple/plural, prepositions of time

Plan

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

Write any three days of the week on the board. Invite pupils to come to the front and write the missing days.

and stand up every time their day is heard. (See the Introduction for further ideas on how to exploit the songs.)

· In pairs answer the questions.

Refer the pupils to the questions. Allow the pupils some time to ask and answer them in pairs.

Suggested answer key:

A: What day is it today? B: Today is Friday.

A: What day is it tomorrow? B: Tomorrow is Saturday.

A: On which days have you got your English

lessons? B: I’ve got my English lessons on Wednesdays and

Fridays.

A: On which days haven’t you got school? B: I haven’t got school on Saturday and Sunday.

A: What’s your favourite day? B: My favourite day is Sunday.

A: What day is difficult to spell? B: Wednesday is difficult to spell.

A: What day is your birthday this year? B: My birthday is on a Saturday this year.

A: What day is Nauryz this year? B: Nauryz is on a Wednesday this year.

Write the days of the week on the board, but with a few letters missing. Ask individual pupils to come to the board and complete the missing letters.

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 6

The Theme: At the right time (2)Time for CLIL

Date:

Teacher's name:

CLASS:

To present/revise numbers 1-100; to make calculations.

All learners will be able to:

· 3.UE2 use cardinal numbers 1 -50 to count

· 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.UE14 use basic prepositions of location and position: at, behind, between, in, in front of, near, next to, on, to to describe where people and things are use prepositions of time: on, in, at to talk about days and times

· 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on 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

· 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: present/revise numbers 1- 100; make calculations.

Structures: Consolidation.

Language in use: There are seven weeks in every month. Berik plays the guitar for 2 hours every day. How many hours does he play in a week?

Numbers: 1-100

Maths (Ex. 27)

Using audios

'Time, Meals and Routines' vocabulary

present simple, prepositions of time, numbers 1-100.

Plan

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

Ask some pupils to present their portfolio activities

from the previous lesson.

Play the song from the previous lesson. Invite the pupils to sing along.

· Listen, point and repeat.

Pupils’ books closed. Write the numbers 10-100 on the board. Point to the items, one at a time, and say the corresponding words. The pupils repeat, chorally/ individually. Point to the items in random order. Ask individual pupils to name them. Ask the rest of the class for verification.

Pupils’ books open. Play the CD. The pupils listen, point to the words and repeat. If you wish, play the CD

again pausing after each word. The pupils repeat, chorally and/or individually.

· Write the numbers. Then, in pairs, decide if the sentences are True or False .

Explain the activity. Allow the pupils some time to read the sentences silently and complete the activity. Check the pupils’ answers.

Answer key: 1 False; 2 ninety, False; 3 fifty-two, True; 4 twenty-four, True; 5 ten, False; 6 thirty-one, False

· Read and answer.

Refer the pupils to the reminder about how many minutes are in an hour as well as how many seconds are in a minute.

- For stronger classes: The pupils read the texts silently and answer the questions in their notebooks.

Allow the pupils some time to complete the activity. Check their answers.

- For weaker classes: Read the text about Berik. Explain any uknown words. Say: There are seven days in a week. Berik plays guitar for 2 hours every day. Then write on the board: 7x2=? Ask pupils to say how many hours Berik plays the guitar in a week. Follow the same procedure with the rest of the children.

Answer key: 1 fourteen hours, 2 sixty minutes, 3 thirty- five minutes, 4 one and a half hours, 5 one minute and forty seconds

Play Noughts and Crosses. Explain the game. Put pupils in pairs, Pupil 1 is X and Pupil 2 is O. Pupils take turns and make sentences using the numbers. For every correct answer, pupils draw an X or O. The winner is the first to get three Xs or Os in a row.

e.g. Pupil 1: I play the guitar for forty minutes every day.

Pupil 2: I’ve got ten dolls.

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 3 Lesson 8

The Theme: Unit Revision SA1

Date:

Teacher's name:

CLASS:

To talk about teatime in the UK and in their country; to consolidate the language of the module.

To check pupils’ knowledge of Module 3

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.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on 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

· 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

· 3.L9 recognize the spoken form of familiar words and expressions

Learners have met the learning objectives if they can: talk about teatime in the UK and in their country; consolidate the language of the module.

Structures: Consolidation.

Language in use: Teatime is at four or five o’clock in the afternoon.

tea, teatime, ill, teacup

Ex. 28

Using audios

Summative Assessment Worksheets for Module 3, one per each pupil.

All the materials from the Module 3

Plan

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

Write the following on the board: 20 – 18 = ? Ask pupils to come to the board and write the right number (two). Ask the rest of the class for verification. Repeat

with more calculations and other pupils.

· Listen and read.

Pupils’ books closed. Write the word Teatime on the board. If you wish draw a simple sketch of a teacup and a teapot and elicit the words. Ask the pupils, in L1 if necessary, to tell you if they like tea, what time they drink tea in their country, if they drink it hot or cold etc.

Pupils’ books open. Ask the pupils to look at the pictures. Point to the flags and elicit the countries.

Then ask the pupils to tell you what they see in the pictures.

e.g. Teacher: (pointing to the sandwiches) What are these?

Pupil 1: They are sandwiches.

Play the CD and ask the pupils to listen and follow along in their books.

· Read and complete.

Explain the activity. Allow the pupils some time to read the sentences silently and complete the activity. Check their answers.

Answer key: 1 five 2 sugar 3 sandwiches 4 black 5 seven

6 kasirs

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?