Module 2 Lesson plan 9 OPTIONAL 11 страница
Module 4 Lesson plan 3
| LESSON: Module 4 Lesson 3 | The Theme: Our town (2) | ||||
| Date: | Teacher's name: | ||||
| CLASS: | |||||
| Learning objective(s) that this lesson is contributing to | To develop listening and reading comprehension skills through a story; to practise giving directions; to learn how to pronounce the sound \aʊ\. | ||||
| Lesson objectives | 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.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 · 3.S4 respond to basic supported questions giving personal and factual information · 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 | ||||
| Assessment criteria | Learners have met the learning objectives if they can: develop listening and reading comprehension skills through a story; practise giving directions; learn how to pronounce the sound \aʊ\. | ||||
| Language focus | Structures: Consolidation. Language in use: Jake, can you get some cakes from the baker’s, please? It’s next to the bank. | ||||
| Target vocabulary | Consolidation | ||||
| ICT skills | Using audios | ||||
| Previous learning | 'Places' vocabulary, prepositions of place | ||||
| Plan | |||||
| Planned timings | Planned activities (replace the notes below with your planned activities) | Smiles Resources | |||
| BEGINNING THE LESSON | Ask a pupil to mime an action associated with one of the places from the previous lesson. Ask the rest of the class to guess which place it is. Demonstrate this yourself first. e.g. Teacher: (mimes posting a letter) Pupil 1: Post office! etc | ||||
| PRESENTATION AND PRACTICE 3.UE14 3.UE1 3.UE9 3.UE3 | · 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 Jake with his grandma in picture 1) Who’s with Jake?
| Interactive Whiteboard Software or Track 38 CD1 | |||
| Class: His grandma. Teacher: (pointing to Jake in picture 1) What’s Jake doing? Class: He’s playing a video game. etc Play the CD. The pupils listen and follow the story in their books. | ||||
| 3.UE1 | · Read the story and complete. Allow the pupils some time to read the story silently and complete the activity. Check the pupils’ answers. Answer key: 1 baker’s 2 greengrocer’s 3 butcher’s 4 sweet shop | |||
| · Find the following in the story. Allow the pupils some time to look at the items and the story again. They complete the activity. Check the pupils’ answers. Answer key: 1 Picture 6; 2 Picture 3; 3 Pictures 1, 2; 4 Picture 5 Play the CD again with pauses for the pupils to repeat, chorally and/or individually. | ||||
| 3.UE9 3.UE9 | 3.S4 | 3.S1 | · Act out the story - For stronger classes: Assign roles to the pupils. Allow them enough time to rehearse their roles in groups. Encourage them to come to the front and act out the story. - For weaker classes: Select a short exchange from the story for the pupils to act out in pairs. | |
| 3.W7 | · Talking point. Listen and read. Make a new dialogue with your friend. Refer the pupils to the picture and the dialogue. Play the CD. The pupils listen and follow along. Pause the CD for the pupils to repeat, chorally and/or individually. The pupils, in pairs, act out similar dialogues about themselves. Go around the classroom providing any necessary help. Ask some pairs to come to the front of the classroom and act out the dialogue. If you wish, write the following on the board so the pupils can refer to it while they are completing the activity. A: ... , can you get some … from the … , please? B: Yes, of course. Where’s the … ? A: It’s on … . It’s … . B: OK. Anything else? A: Get … and … , too. Suggested answer key: Saule: Ulan, can you get some apples from the greengrocer’s, please? Ulan: Yes, of course. Where’s the greengrocer’s? Saule: It’s on Gogol Street. It’s next to the post office. Ulan: OK. Anything else? Saule: Get some bananas and some oranges, too. | Interactive Whiteboard Software or Track 39 CD1 |
| Sounds Spot
· Listen, point and repeat. Write the letters ou on the board. Point to them and say: \aʊ\. The pupils repeat, chorally and/or individually. Point to the letters again and ask the pupils to say the sound. Refer the pupils to the pictures. Point to the house and say: ou \aʊ\ – house. The pupils repeat, chorally and/or individually. Check their pronunciation. Repeat the procedure for mouse and blouse. Play the CD. The pupils listen and repeat. Then point to the pictures at random and elicit the sound and the words. | Interactive Whiteboard Software or Track 40 CD1 | |||||
| 3.W7 | · Complete. Then listen and repeat. Refer the pupils to the picture. Elicit house, mouse and blouse. Draw the pupils’ attention again to the \aʊ\ sound. Allow the pupils some time to write the sentence and complete the words. Check their answers. Answer key: The mouse with the brown blouse is in the round house. Play the CD for the pupils to listen and repeat, chorally and/or individually. Ask individual pupils to read out the sentence. Check their pronunciation and intonation. | Track 41 CD1 | ||||
| Extension activity (Optional) Write the following words on the board: round, lour, sausage, mouse, cloud. Ask individual pupils to come to the board and circle the words that have the \aʊ\ sound. Ask the rest of the class for verification. Answer key: round, flour, mouse, cloud | ||||||
| ENDING THE LESSON 3.UE9 3.S4 3.S1 | Ask the pupils to form pairs. Each pair decides where they are (at the baker’s, at the supermarket, etc) and their roles (shop assistant, customer).The pupils act out a dialogue for the class to guess where they are. Demonstrate with a pupil first. e.g. Teacher: Can I have a cake, please? Pupil: (miming handing over a cake.) Here you are.
Teacher: Thank you. Class: You are at the baker’s! 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? | Assessment – how are you planning to check learners’ learning? | 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 | |
Module 4 Lesson plan 4
| LESSON: Module 4 Lesson 4 | The Theme: Our town (3) | ||||
| Date: | Teacher's name: | ||||
| CLASS: | |||||
| Learning objective(s) that this lesson is contributing to | To talk about jobs. | ||||
| Lesson objectives | 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.S4 respond to basic supported questions giving personal and factual information · 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 | ||||
| Assessment criteria | Learners have met the learning objectives if they can: Talk about jobs. | ||||
| Language focus | Structures: present simple (all forms) Language in use: What do I want to be? She works at a hospital. She helps sick people. | ||||
| Target vocabulary | Jobs: postman, chef, pilot, ireighter, vet, doctor, baker, police oficer | ||||
| ICT skills | Using audios | ||||
| Extra materials | 'The Jobs' - poster. | ||||
| Previous learning | 'Places' vocabulary, prepositions of place | ||||
| Plan | |||||
| Planned timings | Planned activities (replace the notes below with your planned activities)
| Smiles Resources | |||
| BEGINNING THE LESSON | 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. | ||||
| PRESENTATION AND PRACTICE 3.S4 | · Listen, point and repeat. Then match. Pupils’ books closed. Put up the My Jobs poster on the board. Point to the items, one at a time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to the items in random order. Ask individual pupils to name them. 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/phrase. The pupils repeat, chorally and/or individually. Explain the activity. The pupils match the words to the pictures. Allow the pupils some time to complete the activity. Check their answers. Answer key: 2 d 3 b 4 c 5 h 6 a 7 f 8 e | 'The Jobs' - poster. Interactive Whiteboard Software or Track 42 CD1 | |||
| · Listen and choose. Point to the pictures and elicit the jobs. Play the CD, twice if necessary. The pupils listen and complete the activity. Check their answers. Answer key: 1 C 2 B | |||
| AUDIOSCRIPT 1 What’s her job? A: Betty, what’s your job? Are you a teacher or a doctor? B: I’m a vet. I help sick animals. A: A vet? That’s very nice. 2 What’s his job? A: Bill, what’s your job? Are you a greengrocer or a chef? B: I’m a ireighter. I ight ires. A: A ireighter? I want to be a ireighter, too! | Interactive Whiteboard Software or Track 43 CD1 | ||
| 3.S4 | 3.S1 | · Let’s Play Refer the pupils to the picture, read the example and explain the game. Brainstorm various jobs and what each entails. Then, ask the pupils to draw an item related to the profession they want to follow when they grow up on a piece of paper. Ask the pupils to form pairs. The pupils show their partners their drawings and ask and answer questions, as in the example. Go around the classroom providing any necessary help. Ask some pairs to report back to the class. Suggested answer key: Pupil 1: (showing a picture of a chef’s hat) What do I want to be? Pupil 2: A chef! etc | |
| 3.UE9 | 3.W7 | Study Spot · Read and complete. Pupils’ books closed. Say and then write: I sell vegetables. The pupils repeat, chorally and/or individually. Underline the word in bold. Present the form and the use of the present simple tense. Explain that it is used to describe habitual actions. Write the second and the third person singular on the board. Underline the -s in the third person. Explain that the third person singular is usually formed by adding -s to the verb. Point out that there are exceptions to that rule. Write these verbs on the board: wash, teach, do, ly, and showthe pupils how the third person singular is formed (washes, teaches, does, lies). Focus the pupils’ attention on the pronunciation of the suffixes. Present the interrogative, negative and the short answers in the same way. Point out that we need do to form the first and the second person singular and does to form the third person singular (interrogative and negative). |
| 3.UE9 | Pupils’ books open. Go through the Study spot section briefly. Read the instructions and explain the activity. Allow the pupils some time to complete the activity. Check their answers. Answer key: 2 drives, police officer; 3 flies, pilot; 4 makes, baker; 5 works, chef; 6 helps, vet · Read and circle. Allow the pupils some time to read the text and complete the activity. Check the pupils’ answers. Answer key: 2 eats 3 brushes 4 goes 5 works 6 helps 7 comes 8 eat 9 likes 10 loves | |||
| ENDING THE LESSON 3.UE9 3.S4 | The pupils, in pairs, ask and answer questions about the vet in Ex. 21. Elicit their answers. e.g. Pupil 1: What time does she get up? Pupil 2: She gets up at six o’clock. Pupil 1: Does she eat breakfast? Pupil 2: Yes, she does. 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? | Assessment – how are you planning to check learners’ learning? | 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 | |||
Module 4 Lesson plan 5
| LESSON: Module 4 Lesson 5 | The Theme: A postman | ||
| Date: | Teacher's name: | ||
| CLASS: | |||
| Learning objective(s) that this lesson is contributing to | To talk about jobs; to write about someone they know and their job; to develop the pupils’ listening skills through a song. | ||
| Lesson objectives | All learners will be able to: · 3.W1 write with support short responses at phrase level to questions and other prompts · 3.UE4 use determiners a, an, the, some, any, this, these, that, those to identify things · 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.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities · 3.L1 understand a range of short basic supported classroom instructions | ||
| Assessment criteria | Learners have met the learning objectives if they can: talk about jobs; write about someone they know and their job; develop the pupils’ listening skills through a song. | ||
| Language focus | Structures: Consolidation. Language in use: He’s a postman. He works at the post ofice. Postman Bell, what’s in your bag? | ||
| Target vocabulary | Consolidation | ||
| ICT skills | Using audios | ||
| Previous learning | ‘Jobs' vocabulary, present simple (all forms) | ||
| Plan | |||
| Planned timings | Planned activities (replace the notes below with your planned activities) | Smiles Resources | |
| BEGINNING THE LESSON | Ask the pupils questions about their daily routine. Elicit their answers. e.g. Teacher: What time do you get up? Pupil 1: I get up at seven o’clock. etc | ||
| PRESENTATION AND PRACTICE 3.W1 3.UE4 3.R3 3.W1 3.S6 | · Read and complete. Then listen and check. Allow the pupils some time to read the text silently and complete the activity. Play the CD. The pupils listen and check their answers. Answer key: 2 post office 3 seven 4 bike 5 letters 6 biscuit Then individual pupils read out the text. · Read and choose. Explain the activity. Allow the pupils some time to read the sentences and complete the activity. Check their | Interactive Whiteboard Software or Track 44 CD1 | |
| answers. Answer key: 1 a 2 b 3 a | ||
| 3.S6 | PORTFOLIO: Talk with your friends. Then write about someone you know and his/her job. Refer the pupils to the picture and the text. Point to the drawing and ask: What’s his job? Elicit: He’s a doctor. Elicit from pupils what they would say about someone they know and his/her job. Then ask the pupils, in pairs or in groups, to talk about them. Go around the classroom providing any necessary help. For homework, tell the pupils to draw or stick a picture of someone they know on a piece of paper and use the text in Ex. 22 as a model to write about his/her job. Suggested answer key: This is Mrs Omarova. She’s a doctor. She works at a hospital. She gets up at seven o’clock every day. She drives her car to work. She helps people every day! She’s so nice! by Nurlan Note: Once you have corrected their writing activities, guide your pupils on how to file them in their Language Portfolios. | |
| · Let’s Sing! Refer the pupils to the picture. Point to the postman’s bag and ask: Postman Bell, what’s in your bag? Have the pupils repeat after you. Follow the same procedure and present the rest of the song. During this process explain/elicit any unknown words. Play the CD. The pupils listen and follow along in their books. Divide the class into two groups and assign a verse to each group. Play the song again and ask each group to sing their corresponding verse. Time permitting, play the song again for the pupils to sing together as a class. | Interactive Whiteboard Software or Track 45 CD1 | |
| 3.UE4 | Extension activity (Optional) The pupils, in pairs or in groups, make up their own song. Suggested answer key: Pupil 1: Kanat, what’s in your bag? A pencil or a book? Pupil 2: Kanat, what’s in your bag? A ruler or a notebook? (See the Introduction for further ideas on how to exploit the songs.) | |
| · What’s in their bags? Look and match. Explain the activity. The pupils match the items to the people. Allow the pupils some time to complete the activity. Check the pupils’ answers. Answer key: 2 B 3 D 4 B 5 C 6 A 7 A 8 D |
| ENDING THE LESSON | Ask the pupils to choose a job and draw a bag with items related to it. Ask them to present their drawings to the class. 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? | Assessment – how are you planning to check learners’ learning? | 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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