Body parts (1)

LESSON: Module 1 Lesson 3

The Theme: Body parts (1)

Date:

Teacher's name:

CLASS:

Learning objective(s)

To listen to and read a story about the characters’ experience on a farm; to

that this lesson is

practise describing a monster; to learn how to pronounce the sound \ɒ\.

contributing to

Lesson objectives

All learners will be able to:

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

contextual clues

3.R1 read and spell out words for others

3.S3 use a limited range of basic words, phrases and short sentences to describe

objects, activities and classroom routines

3.S1 make basic statements related to personal information, people and objects

on familiar topics and classroom routines

3.L6 understand some specific information in short, slow, carefully articulated

talk on routine and familiar topics

Assessment criteria

Learners have met the learning objectives if they can listen to and read a story

about the characters’ experience on a farm; describe a monster; learn how to

pronounce the sound \ɒ\.

Language focus

Structures: Consolidation.

Language in use: Time for bed! What’s that? It’s got two big eyes! Has it got

any ands?

Yes, it has. Biscuit? That’s a funny name!

Target vocabulary

Consolidation

ICT skills

Using audios

Previous learning

‘Animal’ vocabulary, the verb ‘have got’ (affirmative), adjectives

Plan

Planned timings

Planned activities (replace the notes below with your

Smiles Resources

planned activities)

BEGINNING THE

(An activity to revise the language from the previous

LESSON

lesson.)

3.S1

Ask the pupils to describe their partner (hair, eyes).

e.g. Assel’s got red hair and green eyes.

PRESENTATION

Listen and read.

AND PRACTICE

Go through the pictures of the story and set the scene by

asking the pupils questions about what they can see in

the pictures.

3.R5 3.L6

e.g. Teacher: (pointing to the children and grandma in

picture one) Liam, Lilly and Daisy are with Daisy’s

Grandma and Grandpa.

(pointing to the big eyes in picture two)

What are these?

Class: Eyes

Teacher: Yes! Two big eyes! etc

Play the CD. The pupils listen and follow the story in

their books. Then individual pupils read out the story.

Interactive

Read the story and choose.

Whiteboard

The pupils repeat, chorally and/or individually. Point to

the letter again and ask the pupils to say the sound.

Refer the pupils to the pictures. Point to the dog and

say:

\ɒ\ – dog. The pupils repeat, chorally and/or

Interactive

individually.

Whiteboard

Check their pronunciation. Repeat the procedure for

Software or Track 06

long and body. Play the recording. The pupils listen,

CD1

point and repeat. Then point to the pictures at random

and elicit the sound and the words.

Complete. Then listen and repeat.

Refer the pupils to the picture. Elicit dog, long and

body. Draw the pupils’ attention again to the \ɒ\ sound.

Allow the pupils some time to complete the missing

letters. Check their answers.

Answer key

Bob, the dog has got a long body!

Play the CD for the pupils to listen and repeat. Ask

Interactive

individual pupils to read out the phrase. Check their

Whiteboard

pronunciation and intonation.

Software or Track 07

Extension (Optional)

CD1

Write the following words on the board: long, duck,

frog, funny, body, nose, dog, doll. Ask individual pupils

to come to the board and circle the words that have the

\ɒ\ sound. Ask the rest of the class for verification.

Answer key

long, frog, body, dog, doll

ENDING THE

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

LESSON

Ask the pupils to draw a dog. When they finish, have

them present their drawings to the class and describe

3.S3 3.S1

their dogs. Display their work in the classroom.

e.g. Pupil 1: My dog is really cute! It’s brown and

white. It’s got brown eyes and a long tail.

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

Use the space below to reflect on your lesson. Answer the

Were the lesson objectives/learning

most relevant questions from the box on the left about

your lesson

objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?