Module 2 Lesson plan 9 OPTIONAL 10 страница

LESSON: Module 3 Lesson 8

The Theme: Unit Revision

Date:

Teacher's name:

CLASS:

To consolidate the language of the module.

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

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

Using audios

Formative 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.

CHECKPOINT 3

· Read and match.

The pupils read the words and match to make phrases.

Answer key: 1 d 2 3 3 c 4 b 5 a

· Read and draw the times.

The pupils read the sentences and draw the times on the clocks.

· Write the numbers.

The pupils look at the numbers and write the correct word.

Answer key: B forty-three, C sixty, D seventy- eight, E ninety, F a hundred

· Underline.

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

Answer key: 1 don’t 2 brushes 3 listen 4 tidies 5 Does

· Read and complete.

The pupils read the text and complete with the correct word.

Answer key:1 get 2 breakfast 3 ride 4 play 5 afternoon

Extra Check: The pupils are now ready to do page 34 in the Activity Book.

· Project: My favourite drink

Ask the pupils to think of their favourite drink from their country and write a simple description using the texts in Ex.28 as a model. They can draw or look for pictures on the Internet and attach them.

Alternatively, this can be done for homework. Ask some pupils to present their projects to the class.

Suggested answer key:

This is kumis. It’s a milk drink. People drink it from cups called piyala. When you visit a home in Kazakhstan, there is always kumis for you.

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?

LESSON: Module 4 Lesson 1

The Theme: Four walls (1)

Date:

Teacher's name:

CLASS:

To talk about parts of a house; to talk about what we can find in each part of a house.

All learners will be able to:

· 3.UE11 use have got + noun to describe and ask about possessions (it was practiced in Unit 1 Animals) use how many are there? question form

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

· 3.R4 begin to use with support a simple picture dictionary

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

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

(when doing exercises)

Learners have met the learning objectives if they can: Talk about parts of a house; talk about what we can find in each part of a house.

Structures: There is/are

Language in use: There’s a car in the garage. There are two lamps in the bathroom. They bought a lamp for the bedroom.

Part of a house: bathroom, bedroom, hall, living room, kitchen, garage, garden

Things in a house: lamp, mirror, bath, fridge, cooker, bookcase, sofa, armchair; car, tree

Completed Progress Report Cards.

Vocabulary from the Module 3

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 the picture. Which rooms are on the ground floor ? Which rooms are on the first floor ? Which rooms are on the second floor ?

Pupils’ books closed. Draw a simple sketch of a house on the board with two floors. The house should have a kitchen on the ground floor, a living room on the first floor and a bedroom on the second floor. Point to the kitchen and ask: Which room is this? Elicit: kitchen. Then say: There’s a kitchen on the ground floor.

Explain the meaning of ground floor. Follow the same procedure and present the first and second floor.

Pupils’ books open. Refer the pupils to the picture. Ask: Where’s the kitchen? Help the pupils answer: On the ground floor. Ask: What else is there on the ground

corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first.

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 4 Lesson 2

The Theme: Our Town(1)

Date:

Teacher's name:

CLASS:

To talk about places and location; to practise giving directions.

All learners will be able to:

· 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.UE1 use singular nouns, plural nouns – including some common irregular plural forms in giving simple descriptions

· 3.UE11 use have got + noun to describe and ask about possessions use how many are there? question form (it was practiced in Unit 1 Animals)

· 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.UE3 use common adjectives in descriptions and to talk about simple feelings (it was practiced in Module 2, p. 23)

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

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

Learners have met the learning objectives if they can: Talk about places and location; practise giving directions.

Structures: Prepositions of place (opposite, next to, between, behind)

Language in use: You can get bread from the baker’s. Excuse me! Where’s the supermarket? It’s next to the butcher’s.

Places: butcher’s, greengrocer’s, bank, post ofice, hospital, baker’s, supermarket, sweet shop

Prepositions: opposite, next to, between, behind

Using audios

Picture flashcards (28-35).

'Parts of the house, things in the house' vocabulary

There is/are

Plan

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

Write some of the words from the previous lesson with some letters missing, e.g. b _ _ kc _ s _ . Ask a pupil to come to the board and complete the word. Ask the rest of the class for verification. Repeat with some other words and pupils.

A: Excuse me! Where’s the supermarket? B: It’s next to the baker’s.

A: Excuse me! Where’s the butcher’s? B: It’s opposite the hospital.

A: Excuse me! Where’s the greengrocer’s?

B: It’s between the post office and the hospital. A: Excuse me! Where’s the hospital?

B: It’s opposite the butcher’s.

A: Excuse me! Where’s the baker’s? B: It’s next to the supermarket.

· Read and label the buildings.

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

Answer key: 1 greengrocer’s 2 baker’s 3 butcher’s 4 post office 5 supermarket

Ask the pupils to draw a simple sketch of a town and give it a name. Tell them to draw the following buildings wherever they like in their town: a baker’s, a butcher’s, a greengrocer’s, a sweet shop, a supermarket, a bank, a post office, and a hospital. Then the pupils, in pairs, talk about their drawings.

e.g. Pupil 1: Where’s the bank in your town? Pupil 2: It’s behind the post office. 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.

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?