Module 4 Lesson plan 9 - Story time 2 - The lazy Girl OPTIONAL

LESSON: Module 4 Lesson 9

The Theme: Story time 2 - The lazy Girl

Date:

Teacher's name:

CLASS:

To practise reading for pleasure; to listen to and read a story about a lazy girl.

All learners will be able to:

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

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

Learners have met the learning objectives if they can: practise reading for pleasure; listen to and read a story about a lazy girl.

Structures: Consolidation.

Language in use: Welcome to your new home. I’m going to work now. I don’t like housework. It’s boring! Your wife is very lazy! Can I bring water from the well?

housework, lazy, hungry, water, well

Using audios

Picture flashcards (36-40);

Photocopies of the story cards from the Teacher’s Resource Pack CD-ROM, one set per pupil.

All the material from Module 4.

Plan

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

Write the title of the story, The Lazy Girl, on the board.

Explain to the pupils that today’s story is about a lazy girl who refused to do any housework. Have a brief class discussion, in L1 if necessary, about why being lazy is a bad thing.

· Listen, point and repeat.

Pupils’ books closed. Put up the picture flashcards on the board. Point to them, one at a time, and name them. The pupils repeat, chorally and/or individually.

Repeat the procedure with the remaining picture flashcards. Then point to each flashcard in random order. Ask individual pupils to name them.

Extension activity (Optional)

Invite guesses, in L1 if necessary, as to what they think is going to happen to the lazy girl. Do not dismiss any ideas.

Project: My favourite housework

Ask pupils to tell you what housework they do at home or what they can do. Then ask them to draw a picture of it. Display their work around the classroom.

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 in class 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

3.3.2.1

3.1.1.1

3.1.8.1

3.2.1.1

Step 2 Listen point and repeat.

· Point to the present, elicit the musical instruments. Play the CD. The pupil listen, point to and repeat.

Percussion, woodwind, string or keyboard. Point to the musical instruments and say. Explain the words in their meaning. Then pupils complete the activity. Heck the pupils’ answers.

Answer key. The accordion is a keyboard musical instrument. The tambourine is a percussion musical instrument. The flute is a woodwind musical instrument. The guitar is a string musical instrument. The violin is a string musical instrument. The recorder is a woodwind musical instrument. The piano is a keyboard musical instrument.

Additional information

LESSON: Module 5

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

3.1.1.1- understand short supported classroom instructions in an increasing range of classroom routines

3.2.2.1- ask questions to find out about present experiences on a limited range of general and some curricular topics

3.2.3.1- give short, basic description of people and objects on a limited range of general and some curricular topics

3.1.3.1- understand the main points of short, slow, carefully articulated talk on a limited range of general and some curricular topics

3.4.3.1- write short phrases to identify people, places and objects

3.2.5.1- pronounce familiar words and short phrases intelligibly when reading aloud

3.5.15.1- use would you like to to invite and use appropriate responses yes please, no thanks;

3.5.15.2-use let’s + verb verbs go enjoy like + verb + ing

3.2.1.1- make basic statements which provide personal information on a limited range of general topics

3.4.3.1- write short phrases to identify people, places and objects

3.2.4.1- respond to questions on a limited range of general and some curricular topics

To talk about daily and free-time activities; to talk about preferences.

Learners will need to be familiar with/reminded of the formation and use of present simple questions, has got and there is structures, the use of demonstrative pronouns and short answers (me too, I don’t).

Art (Exs 1, 4)

Using videos& pictures, working with URLs

Plan

Planned activities

Smiles Resources

Allow the pupils to look at the picture on p. 64 for 2 minutes. Ask them to close their books. Say: There are three chairs in the room. Yes or no? The pupils answer accordingly. Yes or no?

e.g. Teacher: There is a blue bed in the room. Pupil 1: No. Teacher: There are six paintings on the wall. Pupil 2: Yes. etc.

Answer key 1 C 2

E 3 A 4 B 5 F 6 D

Step 4 Complete the questions. Then answer them. Ex 8

Explain the activity. The pupils complete the questions. Then they answer the questions about themselves. Allow the pupils some time to complete the activity. Then ask individual pupils to report back to the class.

Pupils book p 67

Step 5 look and say. ex 9

Point to and elicit the musical instruments. Read the example and explain the activity. Ask some pupils to tell you what the children in the picture playing?

Answer key:

Dana likes playing the piano.

Kairat likes playing the guitar. Gulnara likes playing the drums.

Pupils book p 67

· (An activity to consolidate the language of the lesson.) Project: I like... Ask the pupils to draw a simple sketch of what they like doing in their free time and write a sentence under it. Display their work in the classroom.

· 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.

ACTIVITY

BOOK (Optional)

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

· support weaker learners with further modelling and drilling in their pairs

· stronger learners who complete activities quickly should spell new words aloud for others to copy in their notebooks

· check pronunciation of new language through group and individual drilling

· check comprehension of listening and reading text through follow-up questions

· cross curricular links: Art

LESSON: Module 5 Lesson 3

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

3.2.4.1- respond to questions on a limited range of general and some curricular topics

3.2.6.1- take turns when speaking with others in a limited range of short, basic exchanges

3.1.4.1- understand a limited range of short supported questions on general and some curricular topics

3.3.2.1- read and follow with limited support familiar instructions for classroom activities

3.1.3.1- understand the main points of short, slow, carefully articulated talk on a limited range of general and some curricular topics

3.3.4.1- use with some support a simple picture dictionary

3.1.8.1- understand short, narratives on a limited range of general and some curricular topics

3.2.8.1- recount very short, basic stories and events on a limited range of general and some curricular topics

3.1.5.1- distinguish between phonemically distinct words

3.3.1.1- recognise, identify and sound with support a limited range of familiar words in simple sentences

3.4.7.1- spell a growing number of familiar high-frequency words accurately during guided writing activities

To develop listening and reading comprehension skills through a story; to talk about preferences; to learn how to pronounce the sound /aI/.

Learners will need to be familiar with/reminded of the formation and use of present simple questions, has got and there is structures, the use of demonstrative pronouns and short answers (me too, I don’t).

Art (Exs 1, 4)

Using videos& pictures, working with URLs

Plan

Planned activities

Smiles Resources

(An activity to revise the language of the previous lesson.)

Put the poster on the board. Ask a pupil to come to the front of the classroom.

POSTER

Play the CD again with pauses for the pupils to repeat, chorally and/or individually.

Additional information

LESSON: Module 5

School:

Date:

Teacher name:

CLASS:

3.1.1.1- understand short supported classroom instructions in an increasing range of classroom routines

3.2.6.1- take turns when speaking with others in a limited range of short, basic exchanges

3.1.6.1- understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics

3.2.5.1- pronounce familiar words and short phrases intelligibly when reading aloud

3.4.4.1- write with support short basic sentences with appropriate spaces between words

3.5.9.1- use common present simple forms [positive, negative, question] and contractions to talk about what you want and like ,habits and facts, simple future timetabled events

3.4.4.1- write with support short basic sentences with appropriate spaces between words

3.5.12.1- use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often

begin to use simple adverbs of manner e.g. well, badly

3.3.1.1- recognise, identify and sound with support a limited range of familiar words in simple sentences

3.1.2.1- understand a limited range of short supported questions which ask for personal information

3.2.4.1- respond to questions on a limited range of general and some curricular topics

3.5.17.1- use me, too and I don’t to give short answers

To talk about daily routine and sports; to tell the time

Learners will need to be familiar with/reminded of the formation and use of present simple questions, has got and there is structures, the use of demonstrative pronouns and short answers (me too, I don’t).

Art (Exs 1, 4)

Using videos& pictures, working with URLs

Plan

Presentation and practice

3.1.6.1

3.2.5.1

3.4.4.1

3.5.9.1

3.4.1.1

3.5.12.1

Additional information

LESSON: Module 5

School:

Date:

Teacher name:

CLASS:

3.1.1.1- understand short supported classroom instructions in an increasing range of classroom routines

3.2.6.1- take turns when speaking with others in a limited range of short, basic exchanges

3.1.6.1- understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics

3.3.5.1- understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clue

3.4.5.1- link with support words or phrases using basic coordinating connectors

3.2.7.1- contribute a limited range of suitable words, phrases, and sentences including giving opinions during short pair, group and whole class exchanges

3.4.4.1- write with support short basic sentences with appropriate spaces between words

3.1.8.1- understand short, narratives on a limited range of general and some curricular topics

3.2.5.1- pronounce familiar words and short phrases intelligibly when reading aloud

3.4.8.1- include appropriate use of a full stop during guided writing of short, familiar sentences

3.5.1.1- use singular nouns, plural nouns – including some common irregular plural forms

use possessive forms ‘s/s’ with proper names and nouns to talk about ownership

3.4.4.1- write with support short basic sentences with appropriate spaces between words

3.2.6.1- take turns when speaking with others in a limited range of short, basic exchanges

To talk about daily routines: to write about a typical day; to develop the pupils’ listening skills through a song

Language in use: I get up at quarter past seven every morning and have breakfast. It’s green day, it’s a clean day. They rode.

Art (Exs 1, 4)

Using videos& pictures, working with URLs

Plan

Refer the pupils to the picture. Say: It’s a

Pupils book p 72

green day, it’s a clean day! The pupils

repeat, chorally and/or          individually.

(Track 57 CD1)

Follow the same procedure and present

the rest of the song. During this stage,

present/elicit        any                            unknown

words/phrases.

Step 5 What did Lilly and Daisy do on GREEN DAY? Match and say. Ex 25

Explain the concept of a green day. Ask the pupils to tell you some activities they would do to help our planet. Then ask

Pupils book p 72

them which activities would harm our

planet, e.g. driving a car, dropping litter,

etc

(An activity to consolidate       the language of the lesson.)

Project: My green day activity

Tell the pupils you are going to organise an art exhibition for green day! Ask them to draw their favourite green day activity

and present it to the class

If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is

ACTIVITY

BOOK (Optional)

the case, make sure you explain them

first.

Additional information

Differentiation – how do you plan to

Assessment – how are you

Cross-curricular links

give more support? How do you

planning to check learners’

Health and safety check

plan to challenge the more able

learning?

ICT links

learners?

Values links

· support weaker learners with further modelling and drilling in their pairs

· stronger learners who complete activities quickly should spell new words aloud for others to copy in their notebooks

· check pronunciation of new language through group and individual drilling

· check comprehension of listening and reading text through follow-up questions

· cross curricular links: Art

LESSON: Module 5 Lesson 6 Time for CLIL

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

3.2.6.1- take turns when speaking with others in a limited range of short, basic exchanges

3.2.5.1- pronounce familiar words and short phrases intelligibly when reading aloud

3.1.7.1- use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics

3.1.5.1- distinguish between phonemically distinct words 3.4.3.1- write short phrases to identify people, places and objects

3.2.1.1- make basic statements which provide personal information on a limited range of general topics

3.4.2.1- write words and phrases of regular size and shape

3.2.6.1- take turns when speaking with others in a limited range of short, basic exchanges

3.2.2.1- ask questions to find out about present experiences on a limited range of general and some curricular topics

3.2.6.1- take turns when speaking with others in a limited range of short, basic exchanges

3.5.8.1- use imperative forms [positive and negative] to give short instructions on limited range of familiar topics

3.4.1.1- plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics

To explore other subject areas (Music); to distinguish different types of musical instruments and the sounds they make; to talk about their favourite type of music.

Structures: have to, adverbs of manner • Language in use: I don’t play the piano. When you play the ... , you have to ... it. I like pop music. Me, too.

Music (Ex-s 26, 27)

Using videos& pictures, working with URLs

Plan

Planned activities

Smiles Resources

(Activities to revise the language of the previous lesson.) Ask the pupils  to

present their portfolio activities from the

3.1.5.1

3.4.3.1

3.2.1.1

match the words to the corresponding pictures, . Check their answers:

Answer key:

1 d 2 a 3 , 4 c

Explain the pupils that we use have to to show that we must do something. Say: When you play the recorder, you have to blow into it. ask pupils to repeat the same for other musical instruments.

Suggested answer key:

When you play the tambourine, you have to shake it. When you play the drum, you have to strike it. When you play the guitar , you have to pluck it.

Talk with you friends. Ex. 30 The pupils complete the activity in pairs. Go around the class monitoring pupils.

Suggested answers:

A: I like classical music.

B: Me too. I don’t like hip hop.

(An activity to consolidate the topic of the lesson.) Project: My recycled tambourine

Tell pupils they will make their own tambourine out of recycled materials. Distribute the paper plates to the pupils. Show them your model and hand out the bells. Guide them through the making of the tambourines. Alternatively, explain the activity and assign it for homework.

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.

ACTIVITY BOOK

(Optional)

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

· support weaker learners with further modelling and drilling in

· check pronunciation of new language through group and

· cross curricular links: Music

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