Day & Night (1)

LESSON: Module 2 Lesson 1

The Theme: Day & Night (1)

Date:

Teacher's name:

CLASS:

Learning objective(s)

To talk about sources of light; to talk about day and night.

that this lesson is

contributing to

Lesson objectives

All learners will be able to:

•

3.S4 respond to basic supported questions giving personal and factual

information

•

3.UE9 use common present simple forms [positive, negative, question] and

contractions to talk about what you want and like and habits and facts (also

is practiced in ex14, р. 23, Story time pp.32-33)

•

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

using contextual clues

•

3.L1

understand a range of short basic supported classroom instructions

(following the instructions when doing exercises)

•

3.L2

recognize with considerable support an increasing range of common

personal questions

•

3.L3 understand the main points of short, slow and carefully articulated

talk on routine and familiar topics features such as colour and number

•

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

articulated talk on routine and familiar topics

• 3.L7 use contextual clues to predict content in short, supported talk on

routine and familiar topics

Assessment criteria

Learners have met the learning objectives if they can talk about sources of light;

about day and night.

Language focus

Structures: Consolidation.

Language in use: Which light comes from nature? Which light do we make?

Target vocabulary

Sources of light: candle, torch, stars, lamp, trafic lights, moon

daytime, night-time

Cross - curricular

Science (Exs 2 and 4)

links

Extra materials

Completed Progress Report Cards.

Previous learning

‘Animal’ vocabulary

Plan

Planned timings

Planned activities (replace the notes below with your

Smiles Resources

planned activities)

BEGINNING THE

Hand out the completed Progress Report Cards for the

LESSON

previous module and ask the pupils to file them in their

3.S4

Language Portfolios.

Ask: How can you see during the day? What helps us

see? Elicit: The sun. Then ask: What helps us see at

night?

Elicit: The moon, electricity, etc.

PRESENTATION

• Can you find these in the picture? Number.

AND PRACTICE

Pupils’ books closed. Have a discussion, in L1 if

3.L7

necessary, about the sources of light around us.

During this process present the words in Ex. 2.

•

Read and complete. Use daytime or night-

time Ex. 1 p. 19 Read the instructions and explain the

activity. Refer the pupils to the picture. Explain/Elicit

the concept of daytime and night-time, in L1 if

necessary, and how important it is for us. Talk about

3.L2 3.L7

the things we do in the daytime and the night-time. Ask

the pupils to imagine what the world would be like if

there was no daytime or night-time. Have a brief

discussion.

Refer the pupils to the sentences. Allow the pupils some

time to complete the activity. Check their answers.

Answer key: night-time, daytime

3.L3

Pupils’ books open. Ex. 2 p. 19 Read the instructions

and explain the activity. Refer the pupils to the picture

on page 18. Allow the pupils some time to read the

words, find them in the picture and write the

corresponding number. Check their answers.

Answer key: b 4 c 3 d 5 e 6 f 2

3.UE9 3.R5

•

Read and answer. x. 2 p. 19. Use the words

from Ex. 2. Read the instructions and explain the

activity. Ask the pupils to answer the questions. Check

their answers.

Answer key:

1 light from the moon and stars

2 light from a candle, a torch, a lamp and traffic

lights

ENDING THE

Divide the class into groups. Half of the groups make

LESSON

collages of things we see during the day and the

remaining groups make collages of things we see during

3.UE9

3.R5 3.L2

the night. The pupils can use pictures from magazines

3.L3

3.L6

or draw pictures. Arrange a class display. Make sure

you display their work somewhere in the classroom.

Suggested answer key

Things we can see during the day: the sun, rainbows,

clouds, etc.

Things we can see at night: the moon, the stars, etc.

Note: If pupils use pictures to make their collages, you

can either ask them to bring some in the previous lesson

or bring some yourself.

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

most relevant questions from the box on the left about

Were the lesson objectives/learning

your lesson

objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?