Lesson: 3.19 The rabbits aren’t
eating sugar
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School: Kainazar #1 secondary
school
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Date:
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Teacher
name: Kulmurzayeva
Meruyert
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Class: 3
form
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Number
present:
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Absent:
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Learning objectives
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UE use basic present continuous forms [positive and
negative] to give basic personal
information
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L pronounce the words with [br] sounds and expressions
intelligibly
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S speak and discuss
about animals about themselves using Present
Continuous.
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Lesson
objectives
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All learners will be
able to:
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• listen and repeat the
words, follow the instruction according to the
task
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Most learners will
be able to:
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• Make up correct 1
positive and 1 negative sentence in Present
Continuous
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Some learners will
be able to:
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• Make more than 4
sentences and read some of the words from the
topic
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Language
objective
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Learners can:
Say the words with [br]
sound, repeat the new words, give short
answers
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Key words and
phrases:
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Cabbage, peck, corn,
chew
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Useful classroom
language for dialogue/writing:
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Discussion
points:
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What are you doing?
What animals are
doing?
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Can you say why
…?
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Why are the rabbits not
eating sugar?
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Writing
prompts:
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Games, word searching,
roll-a-dice, discussion
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Previous
learning
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Present Continuous
Tense, reading, playing,
jumping
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Plan
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Planned
timings
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Planned
activities
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Resources
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Start
7
min
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Greeting
There are pictures with rabbits, hens, horse and cow.
Each student chooses one picture with an animal. So, they make 4
groups.
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Phonetic exercise: Whole and individual class drill.
Exercise # 1 listen and repeat. All students listen and repeat the
new words. Br [br]
sound.
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Pair work. Look-say-cover-write-check. Check your partner. The new
words are given in scrambled order.
Assessment
Criteria
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Descriptor
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Mark
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Learn the new words
Total
marks
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Say the words
correctly
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8
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Write the words
correctly
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8
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16
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Middle
25 min
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-
Roll-a-dice game. A dice with pronouns
and another one with common verbs. It is meant for a speaking
activity. Students roll both dice together and then make a sentence
using two words they see paying attention to the endings for the
relevant tense.
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Individual work. Working with picture. Exercise
#4 look at the picture
What is Bobby doing and write: He is ---ing or He
is not ----ing. According to the picture students write the
sentences in negative and
positive.
Assessment
criteria
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Descriptor
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Marks
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Find Present Continuous
Tense in negative and positive
sentences
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Underline positive
sentences
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3
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Underline negative
sentences
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3
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Total
marks
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6
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What are the rabbits doing?
What are the hens doing?
What is the horse doing?
What is the cow doing?
Why are the rabbits aren’t eating
sugar?
What are you doing?
repeat the gestures. Then sing and dance the song
together.
1. Write the questions
correctly and use the present
continuous:
2. Write the following sentences in
negative:
3. Put is, are , not
verbs.
4. Put to be verbs in Present
Continuous.
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End
13 min
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Did you like the lesson?
Did you know anything new?
What have you learnt today?
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Additional
information
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Differentiation – how do you plan to give more
support?
How do you plan to challenge the more able
learners?
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Assessment – how are you planning to check learners’
learning?
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Cross -curriculum links
Health and safety check
ICT links
Values links
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Allow thinking time
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How they work in groups. Pronunciation, Speaking, Writing,
Reading.
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Kazakh, Biology
ICT
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Reflection
Were the lesson objectives/learning objectives
realistic?
What did the learners learn
today?
What was the learning atmosphere
like?
Did my planned differentiation work
well?
Did I stick to timings? What changes did I make form my
plan and why?
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Yes, they were
Learners learn about animals, how to pronounce the words
with [br], how to form positive and negative sentences in Present
Continuous.
Most students were active and positive, friendly to each
other.
Yes.
Yes, I did. I didn’t change my
plan.
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Summary evaluation
What two things went really
well
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group work
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roll-a-dice game
What two things would have improved the
lesson
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doing tasks with grammar
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doing more warm-ups
What have I learned from this lesson about the class or
individuals that will inform my next
lesson?
Pay more attention to passive learners and give an
individual task according to their
level.
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