Body parts 3 сынып

LESSON: Module 1 Lesson 3

The Theme: Body parts

Date:

Teacher's name: Abdulla N.S.

CLASS: 3

Learning objective(s)

that this lesson is

contributing to

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

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

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

planned activities)

Smiles Resources

BEGINNING THE

LESSON

3.S1

(An activity to revise the language from the previous

lesson.)

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

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

PRESENTATION

AND PRACTICE

3.R5 3.L6

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 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.

Read the story and choose.

Interactive

Whiteboard

3.S3

3.R1

Allow the pupils some time to read the story silently

and complete the activity. Check their answers.

Answer key

2 a 3 b

Tick (✓) the right sentence.

Refer the pupils to the picture and the sentences. The

pupils read the sentences and tick the one that

corresponds to the picture. Check their answers.

Answer key

3 Amir, come and say hello!

Play the CD again with pauses for the pupils to repeat,

chorally and/or individually.

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.

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 of the 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 doing the task.

A: What does your monster look like, ... ?

B: It’s got ... and a big ... !

A: Has it got any ... ?

B: Yes, it has. It’s got Look!

A: What’s its name?

B:

A: ... ? That’s a funny name!

Suggested answer key

Kanat: What does your monster look like, Dana?

Dana: It’s got five eyes and a big ear!

Kanat: Has it got any legs?

Dana: Yes, it has. It’s got six legs. Look!

Kanat: What’s its name?

Dana: Coco.

Kanat: Coco? That’s a funny name!

(Activities to familiarise the pupils with the

pronunciation

of the sound \ɒ\.)

Listen, point and repeat.

Write the letter o on the board. Point to it and say: \ɒ\.

Software or Track 04

CD1

Interactive

Whiteboard

Software or Track 05

CD1