Lesson: 3.19 The rabbits aren’t eating sugar

School: Kainazar #1 secondary school

Date:

Teacher name: Kulmurzayeva Meruyert

Class: 3 form

Number present:

Absent:

Learning objectives

1. UE use basic present continuous forms [positive and negative] to give basic personal information

2. L pronounce the words with [br] sounds and expressions intelligibly

3. S speak and discuss about animals about themselves using Present Continuous.

Lesson objectives

All learners will be able to:

• listen and repeat the words, follow the instruction according to the task

Most learners will be able to:

• Make up correct 1 positive and 1 negative sentence in Present Continuous

Some learners will be able to:

• Make more than 4 sentences and read some of the words from the topic

Language objective

Learners can:

Say the words with [br] sound, repeat the new words, give short answers

Key words and phrases:

Cabbage, peck, corn, chew

Useful classroom language for dialogue/writing:

Discussion points:

What are you doing?

What animals are doing?

Can you say why …?

Why are the rabbits not eating sugar?

Writing prompts:

Games, word searching, roll-a-dice, discussion

Previous learning

Present Continuous Tense, reading, playing, jumping

Plan

Planned timings

Planned activities

Resources

Start

7 min

• Organization moment

Greeting

• Warm up. Dividing into groups.

There are pictures with rabbits, hens, horse and cow. Each student chooses one picture with an animal. So, they make 4 groups.

• Phonetic exercise: Whole and individual class drill. Exercise # 1 listen and repeat. All students listen and repeat the new words. Br [br] sound.

• Pair work. Look-say-cover-write-check. Check your partner. The new words are given in scrambled order.

Middle

25 min

• Grammar presentation. Teacher explains the rules of Present Continuous Tense. Watch a video about this tense. Display questions.

• 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.

• 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.

• Group work 1: Exercise #5 write is / is not; are/ are not. According to picture students write the missing words.

• Discussion. Answer the questions:

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?

• Song. What are you doing?. Listen to the song and

repeat the gestures. Then sing and dance the song together.

• Group work2

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.

End

13 min

• Speaking Exercise #6. Look at the picture. What are the animals doing? Whole class questioning.

• Word search game. All students should find the -ing verbs

• Reflection. Exit ticket.

Did you like the lesson?

Did you know anything new?

What have you learnt today?

• Evaluation.

• Home task Exercise 6 and 7 from Workbook

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?

Cross -curriculum links

Health and safety check

ICT links

Values links

Allow thinking time

How they work in groups. Pronunciation, Speaking, Writing, Reading.

Kazakh, Biology

ICT

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?

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.

Summary evaluation

What two things went really well

1. group work

2. roll-a-dice game

What two things would have improved the lesson

1. doing tasks with grammar

2. 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.