Clothes and accessories.

Unit 2. Light and Dark

School:102

Date:

Teacher’s name: Alzhanova Palmira

Grade: 3

Number present:

absent:

Theme of the lesson: Clothes and accessories

Learning objectives that the lesson is contributing

1.S1 - make basic personal and simple statements about

Clothes and accessories

2.UE1 - use common singular and plural nouns to say what and where Clothes and accessories

Learning objectives

3. give short, basic description of people and objects;

4. pronounce the words and simple statements describing

3. understand short, narratives on a limited range of general and some curricular topics;

Language objectives

By the end of the lesson Learners can: pronounce the words and simple statements describing of people and objects:

-Can spell item clothes

- Can describe their clothes

- Can make short sentences about clothes

- Revise topical vocabulary

-Study new topical vocabulary

Assessment criteria

Level of thinking

(Bloom’s Taxonomy)

Understanding/ Remembering

Language focus

Structures: plurals

Language in use: There are two boys in the bedroom. There are two jumpers. How many jumpers are there?

Target vocabulary

Clothes and accessories: a cap, a scarf, gloves, boots, a jumper, jeans, put on, take off;

ICT skills

Using audios

Extra materials

Cards with clothes and posters.

Previous learning

‘Sources of light vocabulary

Plan

Planned timings

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

Smiles resources

Beginning the lesson

Presenting new lesson

Middle

Time

Work with a book.

Plural forms of nouns.

Exercise from the book.

Organization moment:

The Teacher greets the learners and present the lesson objectives. After that the teacher asks the Ss to make a circle and sing a song - “Hello”

Then they choose the cards with things and sit at the tables according colours (yellow, green, blue, orange)

T – S

S - T

Lead in: Learners revise some key words of the lesson in chorus .Teacher shows them pictures and pronounce together with children.

Write a few words on the board but with jumbled letters. Ask the pupils to unscramble the letters and write the words and in their notebooks. Check their answers.

• Listen and repeat. Children look at the interactive whiteboard and repeat new lexis / phrases in turn and say the corresponding words. Pupils repeat in chorus and / or individually. Indicate items / phrases in no particular order. Ask individual students to name them. Have the rest of the class check

1.We call two students to the board for making a little dialogue and explain to them the task that they should describe their clothes which they wear on.

2.Draw pictures of dolls or children dressed in different clothes on the interactive whiteboard for description. This way you can fix new words

open your Pupils’ books page 20 .ex.5 Play the CD.

The pupils listen, point to the words and repeat. If you wish play the CD again pausing after each word/phrase. The pupils repeat, chorally or individually. The pupils look at the pictures and match them to the words. Check their answers.

Answer key: 1c ,2d ,3h, 4g, 5f .6e ,7a, 8b

For explaining grammar to little children is very difficult.

Therefore, here I will be using an interactive whiteboard.

Say and write: one lamp-two lamps. Underline the –s. The pupils repeat chorally or individually. Elicit the formation of the plural number (by adding-s to the noun). Explain to the pupils that there are some exceptions to the rule.

Write the word rose on the board, then show 3 roses. Don’t forget to say that the word roses in the plural form. Point to it, say and write: one potato-two potatoes roses. Underline–es. The pupils repeat, chorally or individually. Follow the same procedure and present the rest of the spelling rules as well as the irregular plural nouns.

Then explaining how consonant +y--ies

One strawberry- two strawberr+ ies but boy-boys

BUT

Tooth- teeth mouce-mice

Foot- feet ox-oxen

Write plural forms:

Apple- Baby- potato—

Bed- Cherry- dish-

Cat- Tomato- tooth-

Now let's play and remember the plural of nouns in English how we understand it.

The Clothes poster.

Interactive

Whiteboard

Interactive

Whiteboard

Smiles book p.20 ex.5

Software or Track 12

CD1

Smiles book p.21 ex.7

Interactive

Whiteboard

Software or Track 13

CD1

Ending the lesson

Evaluate by the traffic light assessment

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?

Health and safety check

By task:

More students will be able to listen of the audio.

Less students will be able to fill in the gaps new words based on the audio.

By support:

More students will be able to explain personal ideas related with the clothes posters

Less students will be able to use

Dictionary, providing feedback, creative activities;

By learning styles: More students will be able to use pictures, images and special understanding.

Less students will be able to use

Watching materials (visual)

Evaluate by the traffic light assessment:

Health saving technologies.