Module 2 Lesson plan 9 OPTIONAL 12 страница
Module 4 Lesson plan 6 -
| LESSON: Module 4 Lesson 6 | The Theme: Time for CLIL,SA4 | ||||
| Date: | Teacher's name: | ||||
| CLASS: | |||||
| Learning objective(s) that this lesson is contributing to | To explore other subject areas (Geography); to talk about places around the house; to follow directions. Check pupuls’ knowledge of Module 4 | ||||
| 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 (in SA4) 3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts(in SA4) 3.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines (in SA4) · 3.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines (in SA4) · 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(in SA4) · 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 · 3.L4 recognise with support short basic questions relating to features such as colour and number (in SA4) · | ||||
| Assessment criteria | Learners have met the learning objectives if they can: explore other subject areas (Geography); talk about places around the house; follow directions. | ||||
| Language focus | Structures: Consolidation. Language in use: Go up Grove road. Don’t turn left, turn right into Bell Street. | ||||
| Target vocabulary | Places: funfair, circus, theatre, library, museum, sports centre Directions: go up, go along, turn left(into), turn right(into), on your left/right, carry on | ||||
| Cross - curricular links | Geography (Ex. 29) | ||||
| ICT skills | Using audios | ||||
| Extra materials | 'The Around the House' poster. | ||||
| 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 | Write the following jobs on the board: postman, doctor, chef, pilot. The pupils look at the words for one minute
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| and then close their eyes. Erase a word. Ask the pupils to tell you which word is missing. Play the song. The pupils sing along. | ||
| PRESENTATION AND PRACTICE | · Listen, point and repeat. Pupils’ books closed. Put up the Around the House poster on the board. Point to the words one at a time, and name them. The pupils repeat, chorally and/or individually. Point to each place in random order. Ask individual pupils to name the places. 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. · Where are they? Read and say. Explain the activity. The pupils read the sentences and say where the people are. Allow pupils time to complete the exercise. Check their answers. Answer key: 2 theatre 3 funfair 4 circus 5 museum 6 sports centre · Where am I? Look, read and write. Have a class discussion, in L1 if necessary, about the area the pupils live in. What buildings are there? Explain the activity. The pupils read the sentences and say where they are at on the map. Allow the pupils some time to complete the activity. Check their answers. Answer key: 1 museum 2 theatre 3 post office 4 hospital 5 library · Design a map of your area. Present it to the class. The pupils design a map of their area. Tell them to draw the buildings that are in their area. Then they present it to the class. Suggested answer key: There’s a bank and a post office in my street. There’s a big park opposite my house, too! I love my area! | 'The Around the House' poster. |
| Interactive Whiteboard Software or Track 46 CD1 | ||
| 3.R3 | ||
| 3.W1 3.R3 | ||
| 3.UE9 | ||
| ENDING THE LESSON | Put up the Around the House poster on the board. Cover the words on the poster with small pieces of paper. Ask the pupil to come to the board, name a building and reveal the word for verification. 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 in class first. | 'The Around the House' poster. |
| Additional information
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| 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 | ||
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| 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 7
| LESSON: Module 4 Lesson 7 | The Theme: SAT 2 | ||||
| Date: | Teacher's name: | ||||
| CLASS: | |||||
| Learning objective(s) that this lesson is contributing to | Check pupils’ knowledge of Term 2 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.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts 3.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines 3.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities 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 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 3.L4 recognise with support short basic questions relating to features such as colour and number | ||||
| Lesson objectives | 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
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| Assessment criteria | Learners have met the learning objectives if they can: | ||||
| Language focus | Grammar of Modules 3-4 | ||||
| Target vocabulary | Vocabulary of Modules 3-4 | ||||
| Cross - curricular links | Maths , Science, Social Science | ||||
| ICT skills | Using audios | ||||
| Extra materials | Assessment Worksheets for SAT 2, one per pupil. | ||||
| Plan | |||||
| Planned timings | Planned activities (replace the notes below with your planned activities) | Smiles Resources | |||
| BEGINNING THE LESSON | Set the objectives of the lesson. | ||||
| Main Activities 3.W1 3.UE4 3.UE9 3.S2 3.S3 3.S6 3.R3 3.L1 3.L4 | 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. Pupils do speaking task. | ||||
| ENDING THE LESSON | 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? | 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 8
| LESSON: Module 4 Lesson 8 | The Theme: Our World - Checkpoint | ||||
| Date: | Teacher's name: | ||||
| CLASS: | |||||
| Learning objective(s) that this lesson is contributing to | To talk about people with uniforms from the UK, Mexico and Kazakhstan and their jobs; to consolidate the language of the unit. | ||||
| Lesson objectives | All learners will be able to:
· 3.W1 write with support short responses at phrase level to questions and other prompts · 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.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 people with uniforms from the UK, Mexico and Kazakhstan and their jobs; consolidate the language of the unit. | ||||
| Language focus | Structures: Consolidation. Language in use: This is Anita from the UK. She’s a lollipop lady! She wears a yellow and red coat and a yellow hat. What do you do on your computer? | ||||
| Target vocabulary | Jobs: lollipop lady, police oficer, astronaut | ||||
| ICT skills | Using audios | ||||
| Extra materials | Formative Assessment Worksheets for Module 4, one for each pupil. | ||||
| Previous learning | ‘Places, Directions' vocabulary, present simple - all forms | ||||
| Plan | |||||
| Planned timings | Planned activities (replace the notes below with your planned activities) | Smiles Resources | |||
| BEGINNING THE LESSON | Name a building, e.g. funfair. Ask a pupil to come to the board and write it. Ask the rest of the class for verification. Repeat with some more pupils and words. | ||||
| PRESENTATION AND PRACTICE 3.R3 | · Listen and read. Pupils’ books open. Ask the pupils to look at the pictures. Have a picture discussion. e.g. Teacher: (pointing to the woman) Look at this woman. She’s a lollipop lady. Where is she from? Pupil 1: She’s from the UK. Teacher: What is she wearing? Pupil 2: She’s wearing a yellow and red coat and a yellow hat. etc Play the CD. The pupils listen and follow along in their books. | Track 47 CD1 | |||
| 3.R3 |
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| · Read and choose. Explain the activity. The pupils read the texts silently and complete the activity. Ask the pupils to tell you the sentences in the texts where they found the answers. Allow the pupils some time to complete the activity. Check their answers. Answer key: 1 lollipop lady 2 rides a horse 3 astronaut 4 spaceship 5 blue and white 6 school children Then ask individual pupils to read out the texts. | ||||
| 3.W1 3.W1 | 3.UE9 3.UE9 | 3.S6 | CHECKPOINT 4 · Look, read and circle. Elicit the buildings in the pictures. The pupils then read the sentences and circle the correct answers. Answer key: 1 behind 2 opposite 3 next to · What am I? Read and write. The pupils read the clues and complete the missing words. Answer key: 1 vet 2 baker 3 police officer 4 pilot 5 cook 6 doctor · Read and underline. The pupils read the sentences and underline the correct words in bold. Answer key: 1 Does 2 don’t study 3 don’t 4 Do 5 play 6 drives · Answer the questions. The pupils read the questions and answer about themselves orally or in writing in their notebooks. Ask individual pupils to read out their answers. Suggested answer key: 1 Two floors. 2 There are six rooms in my house: a living room, a kitchen, a hall, a bathroom and two bedrooms. 3 A bed, a desk, a chair and a bookcase. 4 A park and a school. | |
| Extra Check: The pupils are now ready to do page 44 in the Activity Book. | ||||
| ENDING THE LESSON 3.UE9 | Extension activity (Optional) Ask the pupils to think of a job in which people usually wear a uniform. Then ask them to make a drawing and write a text describing themselves and their job. Tell them to use the texts in Ex. 30 as models Alternatively, this can be done for homework. Display their work in the classroom. Suggested answer key: I am Kairat. I am a pilot. I fly planes. My job is really cool! Note: Once you have corrected their writing activities, guide your pupils on how to file them in their Language Portfolios. | |||
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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? | 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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