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"Animals " ашық сабақ 3 сынып

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Мұхамедиева Шынар Кайыржанова

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23 Қырқүйек 2020

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LESSON: Module 1 Lesson 6		The Theme: Animal song and dance (2)
Date: 19.09.2019		Teacher's name: Mukhamedieva Sh.K.
CLASS: 3
Learning objective(s) that this lesson is contributing to	To explore other subject areas (Maths); to learn how many legs animals have got; to talk about location; to say what some animals are doing. Check pupils’ knowledge on Module 1
Lesson objectives	All learners will be able to: 3.UE10 use common present continuous forms [positive, negative, question] 3.L9 recognise the spoken form of familiar words and expressions 3.W1 write with support short responses at phrase level to questions and other prompts
Assessment criteria	Learners have met the learning objectives if they can explore other subject areas (Maths); learn how many legs animals have got; talk about location; say what some animals are doing.
Language focus	Structures: Prepositions of place, present continuous, the definite article (the) Language in use: How many legs? Two plus two is four. Where’s the duck in your picture? It’s in the tree. Look at the ducks! What are they doing?
Target vocabulary	Numbers: Consolidation. Animals: snake, duck, horse, butterly, spider
Cross - curricular links	Maths (Ex. 26)
Extra materials	The How Many Legs? poster.
Previous learning	‘Animal’ vocabulary, the verb ‘have got’ (affirmative, negative and interrogative), adjectives, demonstrative pronouns (this, that, these, those), articles (a, an, the), some/any
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)		Smiles Resources
BEGINNING THE LESSON 3.L2	Play the song from the previous lesson. The pupils sing along. Ask some pupils to present their portfolio activities from the previous lesson.		Poster,Pictures of animals.
PRESENTATION AND PRACTICE 3.L9 5min. min.	How many legs? Count and write. Pupils’ books closed. Explain to the pupils, in L1 if necessary, that you are going to talk about animals and how many legs they have got. Ask pupils to name some animals they know and how many legs they’ve got. Point to one of your legs and say: One leg. Then, point to both of your legs and say: Two legs. Write on the board: 1+1=2. Say: One plus one is two. The pupils repeat, chorally and/or individually. Explain to the pupils that we use + when we want to add something to something else and = to show the result of the addition. Ask individual pupils to come to the front of the classroom. Put them in line, point to their legs and ask questions.		Tables of grammar

5min

3.L2 5min.

5min.

3.UE10 3.W1

5min

5min.

e.g.

Teacher: (pointing to a pupil’s legs) How many legs have you got?

Pupil 1: Two.

Teacher: (pointing to the legs of two pupils) How many legs have you and Kairat got?

Pupil 2: Four.

Teacher: Yes, four. Two legs plus two legs is four legs. etc

Put up the How Many Legs? poster on the board. Point to the first picture and say: Snake. The pupils repeat, chorally and/or individually. Then ask: How many legs has the snake got? Elicit: The snake hasn’t got any legs! Point to the second picture and say: Duck. The pupils repeat, chorally and/or individually. Then ask: How many legs has the duck got? Elicit: Two. Follow the same procedure and present the rest of the

animals.

The game’’What is missing?’’The teacher asked to close the eyes and students must find the missing animal, name it.

Where are the following animals in your friend’s picture? Talk with him/her and find out.

Pupils’ books closed. Put your pen on the book. Say, then write on the board: Where’s my pen? On the book. Underline the word in bold. The pupils repeat after you. Follow the same procedure and present the rest of the prepositions.

Remind the pupils that the definite article the is used in front of a noun when we know exactly what we are referring to.

Pupils’ books open. Go through the prepositions briefly. Then point to the picture and elicit the names of the animals. Read the example and explain the activity. The pupils, in pairs, ask and answer questions as in the example.

Suggested answer key

A: Aidar, where’s the horse in your picture? B: It’s under the tree.

A: Aidar, where’s the butterfly in your picture? B: It’s above the tree.

A: Aidar, where’s the spider in your picture? B: It’s on the house.

A: Aidar, where’s the snake in your picture? B: It’s near the house.

Talk with your friend.

- For weaker classes: Point to the picture and elicit the names of the animals and the actions. Write them on the board: ducks – swimming, frogs – jumping, eagles – flying, cats – climbing a tree, rabbits – hopping, goats – eating. Read the example and explain the activity. Then

7min.	the pupils, in pairs, ask and answer as in the example. - For stronger classes: Point to the picture and elicit the names of the animals and the actions. Read the example. Remind the pupils that we use the present continuous to describe actions happening at the moment we are talking. Then pupils, in pairs, ask and answer questions as in the example. Suggested answer key A: Look at the frogs! What are they doing? B: They’re jumping. A: Jumping? Cool! A: Look at the eagles! What are they doing? B: They’re flying. A: Flying? Cool! A: Look at the cats! What are they doing? B: They’re climbing a tree. A: Climbing a tree? Cool! A: Look at the rabbits! What are they doing? B: They’re hopping. A: Hopping? Cool! A: Look at the goats! What are they doing? B: They’re eating. A: Eating? Cool! Pupils do the tasks of SA 1.
ENDING THE LESSON 3min.	Hometask and evaluation the pupils 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		Assessment – how are you	Cross-curricular links
give more support? How do you plan to		planning to check learners’	Health and safety check
challenge the more able learners?		learning?	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?

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